摘要
According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psycholinguistic model of reading and research in learning strategies, then discusses the application of socioaffective,cognitive, metacognitive learning strategies in Chinese EFL learners’ reading comprehension.
According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psycholinguistic model of reading and research in learning strategies, then discusses the application of socioaffective,cognitive, metacognitive learning strategies in Chinese EFL learners reading comprehension.
出处
《陕西师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2002年第S1期356-358,共3页
Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition)
