Therefore, we carried out the study on story-based English reading teaching in higher grades of primary school.
因此，我们在小学高年段进行基于故事的英语阅读教学研究。
Based on Schema theory, this research tries to study the compensatory nature of English language proficiency and academic background knowledge in EAP reading.
本研究以图式为理论基础，旨在探讨英语知识和专业背景知识在学术英语阅读理解中的补偿性特征。
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