求译文（杜绝机译）During the initial stages of instructed L2 acquisit

求译文（杜绝机译）During the initial stages of instructed L2 acquisition students learn.
During the initial stages of instructed L2 acquisition students learn a couple thousand, mainly high frequency words. Functional language proficiency, however, requires mastery of a considerably larger number of words. It is therefore necessary at the intermediate and advanced stages of language acquisition to learn a large vocabulary in a short period of time. There is not enough time to copy the natural (largely incidental) L1 word acquisition process. Incidental acquisition of the words is only possible up to a point, because, on account of their low frequency, they do not occur often enough in the L2 learning material.
Acquisition of new words from authentic L2 reading texts by means of strategies such as contextual deduction is also not a solution for a number of reasons. There appears to be no alternative to intentional learning of a great many new words in a relatively short period of time. The words to be learned may be presented in isolation or in context. Presentation in bilingual word lists seems an attractive shortcut because it takes less time than contextual presentation and yields excellent short term results. Long term retention, however, is often disappointing so contextual presentation seems advisable.
Any suggestions how to implement this in pedagogic contexts should be based on a systematic analysis of the two most important aspects of the L2 word learning problem, that is to say, selecting the relevant vocabulary (which and how many words) and creating optimal conditions for the acquisition process. This article sets out to describe a computer assisted word acquisition programme (CAVOCA) which tries to do precisely this: the programme operationalises current theoretical thinking about word acquisition, and its contents are based on a systematic inventory of the vocabulary relevant for the target group. To establish its efficiency, the programme was contrasted in a number of experimental settings with a paired associates method of learning new words. The experimental results suggest that an approach combining the two methods is most advisable.
分数已经倾囊献出啦

During the initial stages of instructed L2 acquisition students learn a couple thousand,mainly high frequency words.Functional language proficiency,however,requires mastery of a considerably larger number of words.It is therefore necessary at the intermediate and advanced stages of language acquisition to learn a large vocabulary in a short period of time.There is not enough time to copy the natural (largely incidental) L1 word acquisition process.Incidental acquisition of the words is only possible up to a point,because,on account of their low frequency,they do not occur often enough in the L2 learning material.
在双语学习的初级阶段,同学们学习了数千单词,期间遇到的大多是高频词.实用的会话能力则要求熟练地掌握数量庞大的单词.因此,短期内在中高级阶段学习并掌握海量词汇是绝对需要的；显然没有足够的时间去完成单一语言的学习（大量非高频）单词过程.一定程度上,学习掌握这些非高频词汇绝非易事,即使在双语学习材料中,它们出现的频率也不是那么频繁.
Acquisition of new words from authentic L2 reading texts by means of strategies such as contextual deduction is also not a solution for a number of reasons.There appears to be no alternative to intentional learning of a great many new words in a relatively short period of time.The words to be learned may be presented in isolation or in context.Presentation in bilingual word lists seems an attractive shortcut because it takes less time than contextual presentation and yields excellent short term results.Long term retention,however,is often disappointing so contextual presentation seems advisable.
由于种种原因,诸如联系上下文推测以学习新单词的方法在双语阅读文本中并非解决办法,而在时间相对较少的情况下,对于想要学习大量的新单词的同学而言,似乎也不是一个可以替代地选择.这些学过的单词要么单独出现,要么与上下文存在着一定地关联,双语讲解形式的单词列表看起来就很有吸引力,就是因为它与通过上下文参照地方式相比更能节省时间,而且短期学习的效果极佳.然而,长此以往,其弊端就让人爱恨交织,而通过上下文参照的学习方法却又显得十分明智.
Any suggestions how to implement this in pedagogic contexts should be based on a systematic analysis of the two most important aspects of the L2 word learning problem,that is to say,selecting the relevant vocabulary (which and how many words) and creating optimal conditions for the acquisition process.This article sets out to describe a computer assisted word acquisition programme (CAVOCA) which tries to do precisely this:the programme operationalizes current theoretical thinking about word acquisition,and its contents are based on a systematic inventory of the vocabulary relevant for the target group.To establish its efficiency,the programme was contrasted in a number of experimental settings with a paired associates method of learning new words.The experimental results suggest that an approach combining the two methods is most advisable.
在教学过程中,如何落实这些问题的任何建想法,都应以双语学习单词问题的两个极其重要的方面进行系统性地分析为基础,也就是说,确定较为适中的词汇量（哪些以及有多少单词）并制定学习过程中的最优条件.本文主要介绍一种努力实现这一想法的计算机辅助单词学习软件（缩写：CAVOCA）,其操作原理就是单词学习的现行理论,内容就是一个系统地目录,涵盖了那些学习对象需要的词汇.为确定其功效,该软件对这两种学习单词方法进行了大量的实验对比,结果证明两种方法的结合是最佳的学习途径.