Russian teaching, the second foreign language, aims to faster students' cognition, basic reading ability and comprehension.
二外俄语教学以培养学生对俄语的认知、基本阅读和理解能力为主要目的。
Language acquisition is a key factor in learning foreign languages, and it greatly influences the teaching of extensive reading.
语言习得是外语语言学习中的一个重要因素，对英语阅读课程的教学也有很大影响。
The author introduces and comments on the schema theory and double code theory, probes into enlightenment of the two theories on reading teaching to foreign language.
作者对图式理论和双重代码理论作了一些粗浅介绍与评述，探讨了这两种理论对外语阅读教学的启示。
It is essential to enhance the learners' foreign cultural knowledge and awareness in the teaching of reading in foreign language.
外语阅读教学中必须加强学生的外语文化知识和外语文化意识培养，必须重视篇章的文化语境对篇章解读的制约作用。
As one of the most important aims in foreign language teaching, the training on reading ability is always a must for us teachers.
阅读能力作为第二语言教学的重要目标之一，对它的训练一直都是外语教师教学的重中之重。
Based on foreign language teaching practice, this paper discusses the important role of metaphoric thinking in the course of writing and reading.
本文以教学实践为基础，探讨隐喻思维在写作和阅读中的作用。
The schema theory has been widely applied in both reading comprehension and listening comprehension in foreign language teaching, and it is also used in foreign language writing teaching.
图式理论被广泛运用于外语的听力和阅读教学，也常被用于写作教学上，但是还没被运用到高中语法教学中。
Schema theory has been widely applied to the study of foreign language teaching, especially in reading comprehension, by linguists and foreign language teachers.
图式理论也被广泛应用于外语教学研究，尤其是应用于英语阅读理解的研究当中。
No matter in the field of foreign language teaching or translating, we are well trained for listening, speaking, reading, writing and translating in the kingdom of the target language.
无论在外语教学还是翻译领域，我们训练有素的听、说、读、写、翻译的过程一直延续。
Reading has been generally accepted as the core of foreign language teaching in the senior school in the Chinese context.
外语学习中，阅读对提高语言综合能力的重要性历来受到广泛认同。
Teaching reading plays a vital role in teaching a foreign language.
阅读教学在外语教学中举足轻重。
Teaching reading plays a vital role in teaching a foreign language.
阅读教学在外语教学中举足轻重。
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