它自始至终都关注意义的理解与诠释，这与中学语文阅读教学形成了共同的核心。
It has all along concerned comprehension and explanation of meaning, and it has the same core as senior middle school Chinese reading teaching.
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.
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.
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.
阅读是一种理解活动，阅读教学是师生之间关于文本阅读的情况进行信息交流与沟通的活动。
Reading is a kind of activities for understanding, and reading teaching is an activity of information exchange and communication about the situation of text reading between teachers and students.
与跨语境的应用及字面阅读理解有关的教师教学，却与学生的词汇知识变化有负面的关联；
Teachers' instruction related to definitions, word relations, and morphosyntax was positively associated with change in vocabulary;
与跨语境的应用及字面阅读理解有关的教师教学，却与学生的词汇知识变化有负面的关联；
Teachers' instruction related to definitions, word relations, and morphosyntax was positively associated with change in vocabulary;
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