第四部分为语言语境和非语言语境的互补与英语阅读理解。
The fourth part is the Complementarity of Linguistic & Non ? Linguistic Context and English Reading Comprehension.
认知心理学家所提出的图式论，为探讨英语阅读教学过程中背景知识与语言理解之间的关系提供了一个很好的理论框架。
The schema theory, proposed by the cognition psychologists, presents a very good theoretical frame for the relationship between background knowledge and language comprehension in English reading.
英语阅读理解普遍受各种语言与非语言因素的影响。
English reading comprehension is influenced by both verbal and non-verbal elements.
提高高考英语阅读速度谈论你所读的内容。有人发现，读后与朋友或同学谈论他们读过的内容，可以有效地综合理解所读内容。
Talk about what you've read. Some readers find that by talking about their reading with friends or fellow students, they are able to effectively synthesize the material.
英语阅读速度和质量的提高与学生的词汇量多少及对长句的理解能力密不可分。
English reading speed and the raising of quality have much to do with the students quantity of vocabulary and their comprehension of long sentences.
本文是一篇英语阅读的实验报告，着重调查背景知识与文章的语言难度对英语阅读理解的影响。
This paper investigates the effects of background knowledge and language complexity on English reading comprehension for Chinese students of intermediary level.
然而，教学效果并不能令人满意，许多学生在学了多年英语后，仍对阅读感到力不从心，学生的阅读与理解、知识与能力并非成正比。
However, the results are not very satisfactory - many learners, after having learnt English for some years, often fail in comprehension when asked to read a passage.
此外兼谈阅读理解与综合英语教学上的一些区别。
And we also speak of some differences between extensive reading and intensive reading teaching.
第三部分为语境与英语阅读理解，它包括二章，一是语言语境与英语阅读理解；
Part III, Context and English Reading Comphehension consists of two chapters, one is linguistic context and English reading comprehension, the other non ?
本文旨在探讨英语专业八级考试中阅读理解的题干类型与阅读理解成绩之间的关系。
This study is intended to investigate the relationship between stem types and the students'reading performance.
本文旨在探讨英语专业八级考试中阅读理解的题干类型与阅读理解成绩之间的关系。
This study is intended to investigate the relationship between stem types and the students'reading performance.
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