然而，阅读是个认知的过程，构建过程，读者与阅读材料相互作用的过程和策略过程。在此过程中，有许多因素起着作用。
However, reading is a cognitive, constructive, interactive and strategic process in which many factors have effects on the reader's coping with information.
以第二语言习得理论、认知学习理论和图示阅读理论为依据，阐明学习策略在第二语言习得中的重要作用。
Based on Cognitive learning Theory and Schema Reading Theory, the paper illustrates the significant role that the learning strategy plays in second language acquisition.
交互教学是一种通过认知策略的教学以提高学生阅读理解和理解监控水平的教学方法。
Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension and comprehension monitoring.
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.
通过分析研究，得出以下结论：(1)在学习和测试过程中，“联想”是听力和阅读运用中使用频率最高的认知策略。
The general findings have been generated from the present study: (1) Association in the process of learning and testing is the most frequently used cognitive strategies in listening and reading.
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.
国外许多著名的阅读教程都进行了阅读元认知策略的训练，并有效地提高了学生的阅读能力。
A great number of foreign reading projects involve reading metacognitive strategy training, which remarkably improve students reading comprehensive abilities.
元认知策略为人类独有的心理现象，在高级阅读理解过程中起着重要的作用。
Metacognitive strategies are only human's psychological phenomena, and they play an important part in the advanced reading.
主要包括认知理论、相关阅读策略和前人关于误解的研究成果。
It introduces some cognitive theories, the relevant reading strategies and the former researches on misunderstanding.
然而，阅读是一个认知过程，构建过程，读者与阅读材料相互作用的过程和策略过程。在此过程中，有许多因素起着作用。
However, reading is a cognitive, construction, interactive, and strategic process in which many factors have effect on the reader's coping with information.
阅读策略、元认知意识和阅读成绩有何密切关系?。
What is the relationship among reading strategies, metacognitive awareness and reading proficiency?
首先，教师与学生都应当重视元认知学习策略对学生阅读学习的影响，教师应当有目的地培养学生的策略意识。
First of all, both language teachers and learners should come to realize the importance of learning strategies in teaching and learning effective reading.
为更好地发挥阅读学习策略的效能，从认知心理学视角结合医学外语阅读教学的实际情况提出几种适合医学生学习特点的阅读学习策略。
To enhangce students′ reading, the reading strategy is proposed from the point of view of cognition, which is related to the teaching context and adapted to medical students′ learning characteristics.
在文章的第三部分，笔者着重论述了阅读认知结构与阅读策略这两个方面。
Part three mainly deals with the cognitive structure of reading and reading strategy .
数学阅读能力与认知成绩显著正相关，且与数学阅读动机水平、阅读策略及监控水平显著正相关。
Mathematic reading ability is distinctly positive correlative with mathematic score, the level of mathematic reading motivation, the reading strategies and the level of reading self-monitoring.
第二章论述了阅读的五种实质：即认知过程、建构过程、互动过程、社会过程和策略过程；
The second chapter explores the natures of reading, namely, reading as a cognitive process; reading as a constructive process;
本研究旨在通过对初中生进行阅读元认知策略训练，来探讨提高其阅读理解能力的途径和方法。
Our research wants to find a way to improve junior middle school students' reading comprehensive abilities through reading metacognitive strategy training.
学习策略可以融入在听、说、读、写中去研究，而本文是对阅读中的元认知策略与认知策略进行了实证研究。
The Learning strategy can be researched mainly in listening, speaking, reading, writing and translation. I focus my research on metacognitive and cognitive strategies in reading comprehension.
然后以认知学习理论和图示阅读理论为依据，阐明学习策略在第二语言习得中的重要作用。
And then based on Cognitive Learning Theory and Schema reading Theory, the paper illustrates the significant role the reading strategy plays in reading comprehension.
在回顾了二语学习与阅读策略后，作者着重讨论了阅读理解过程中元认知的作用。
After an overview of the research related to L2 learners and reading strategies, the author discusses the role of metacognitive awareness in the reading comprehension process.
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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