但是，由于缺少对专业的认知，工作受到了阻碍。
But progress is stymied by lack of recognition of the profession.
本文从认知角度对英语专业基础阶段的词汇教学进行了探讨。
This paper attempts to study vocabulary instruction for English majors at the foundation stage from the cognitive perspective.
以208名非英语专业大一学生为实验对象，分析了课堂上元认知训练对学生英语阅读所产生的可能效果。
The effectiveness of metacognitive training on the reading comprehension for 208 Chinese first-year non-English majors college students in classroom context is analyzed.
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