英语阅读策略训练可以提高学生的阅读水平。
Reading strategies training can improve the English learners comprehension.
本论文报告了一项有关英语阅读策略训练的实验研究。
This thesis reports an experimental study of EFL strategy training.
对高中生英语阅读策略的训练不足，学生的阅读策略图式缺乏。
Students are under-trained in reading strategies and poor in the Schema Theory.
而对中职生英语阅读策略中的预测、词汇、略读与寻读三类策略研究的更少。
Less study has been performed on three reading strategies including prediction, word-attack skills, skimming and scanning.
我们会阅读由英语著名作家摘录，讨论策略，以便更好理解你所读的。
We will read excerpts by famous English writers and discuss strategies for comprehending what you read.
接着，探索如何用图式理论指导牛津英语阅读教学，初步形成“图式”策略。
Then the author tried to apply schema theory to teaching Oxford English reading so as to develop a schema-oriented reading strategy.
统计结果表明，阅读元认知策略观念与性别、现有英语水平无显著性相关。
The results of the data analysis show that there is no significant relationship between metacognitive awareness of reading strategies and gender and subjects English proficiency.
由此可见，“口头报告法”可以作为合作阅读策略引入大学英语教学课堂。
Therefore, verbal reports can be applied to college English classes as a cooperative reading strategy.
本文报告了一项有关元认知策略与英语阅读之间关系的实证研究情况。
This article reports an empirical study on the relationship between metacognitive strategies and English reading.
分析了批判性阅读策略的含义和重要性，详细阐述了如何在英语概要的写作中具体应用批判性阅读策略。
The significance and importance of critical reading strategy are analyzed and how to apply the strategy of critical reading in English summary writing is expounded.
结果显示：阅读策略指导在一定程度上增强了英语学困生在学习过程中的策略意识，提高了学困生的阅读水平和阅读成绩。
The results show that reading-strategy instruction, to a certain extent, not only improves the score and level of reading but also enhances students' awareness of strategy.
为此，可以采取大学英语阅读课堂词汇教学模式的构建、小组活动、窄式阅读、构词法、词汇与语篇语境的结合等词汇教学策略。
Thus, we can adopt vocabulary teaching strategies of vocabulary teaching mode construction, group work, narrow reading, words construction, the association with the context, and so on.
教学篇章语言学中有关英语篇章模式及篇章策略连续体的知识，非常适合英语阅读教学。
The knowledge of textual pattern and text-strategic pattern in text Linguistics for teachers is suitable for being taught in English reading.
本项研究对高中英语阅读教学和阅读策略训练具有一定的启示。
The study has some implications for teaching reading and training reading strategies in middle schools.
英语阅读优秀者比英语阅读困难者的英语学习观念更科学，使用的英语学习策略更恰当，英语阅读习惯更好。
Successful English readers have more scientific learning concept, better reading habits and they can use reading strategies more properly.
根据实验结果，本文得出了结论：文中所述的应用图示理论提高高中英语阅读教学效率的策略是可行的而且有效的。
Based on the analysis of the results, the author draws the conclusion that the strategies put forward in this paper are both feasible and effective.
本研究主要采用了英语阅读测试和阅读策略调查问卷相结合的方法，同时也使用了访谈法。
The research instruments included an English reading comprehension test, a questionnaire on reading strategy use, and an interview.
绝大多数汉语阅读策略，都能成功迁移到英语阅读中；
Students who can employ more Chinese reading strategies can also use English reading strategies more frequently.
分别从语言学知识和非智力因素对阅读理解能力的影响两个角度谈提高阅读理解的策略，并总结出对大学英语教学的启示。
From the two aspects of linguistics and non-intelligent factors the strategies of improving reading will be discussed. Also teaching enlightenment will be talked about.
本文重点探讨网上英语阅读课程建设的内容和网络环境下英语教学策略和学习策略。
This paper presents the structure of the online English reading course and the principle for the course designing. It also discusses the teaching and learning strategies of the new course.
本文研究的主要目的是验证元认知策略教学对较低水平的电大学生英语阅读的作用。
In this paper, the author intends to investigate the effects of metacognitive instruction on strategy use for less capable TV students in ESL.
本文研究的主要目的是验证元认知策略教学对较低水平的电大学生英语阅读的作用。
In this paper, the author intends to investigate the effects of metacognitive instruction on strategy use for less capable TV students in ESL.
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