第一种模式过分强调词汇能力而忽略背景知识和语篇水平的教学。
In the first model, the lexical ability is overemphasized while the background knowledge and the discourse teaching are neglected.
语法被看作是孤立静态，仅限于句子水平上的语言规则，语法与词、语境、交际目的的关系等语篇水平上的语法未得到有效学习。
On the other hand, grammar is still taught by the traditional way of isolated presentation-practice and mainly on the sentence level.
语篇构成水平和语篇中话语得体影响语言交际的质量。
Both the level of discourse construction and the proper use of language in discourse influence the quality of communication.
本文从图式模式及语篇模式着手，探索如何提高阅读水平。
This article probes how to improve reading comprehension level from schemata theory and discourse theory.
本实证研究探讨作文语篇知识与课后非命题作文写作两个因素对英语写作水平的影响。
This paper reports the effects of L2 writing knowledge and free compositions on Chinese university students English writing proficiency.
摘要：语篇教学的目的是在提高学生语言水平的同时，训练学生获取完整信息的能力和语言的交际能力。
Abstract: The aim of discourse teaching is to equip students with skills of obtaining intact information and communicative language proficiency.
研究结果表明，英语专业学生虽然在词句层次上已具备一定水平，但他们的文章却存在大量语篇层次卜的错误和不足。
The paper suggests that though relatively competent in manipulating vocabulary and grammar, English majors still have many problems in composing cohesive and coherent English discourse;
研究结果表明，英语专业学生虽然在词句层次上已具备一定水平，但他们的文章却存在大量语篇层次卜的错误和不足。
The paper suggests that though relatively competent in manipulating vocabulary and grammar, English majors still have many problems in composing cohesive and coherent English discourse;
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