摘要
In looking at reading comprehension and reader development, the traditional assumption in EFL (English as foreign language) teaching is that it is a process in which the reader passively absorbs what the writer has produced and a process of input of knowledge, especially in lexical and syntactical terms. Priority, therefore, has been given to
出处
《中国英语教学：英文版》
2004年第3期10-10,共1页
CHINESE JOURNAL OF APPLIED LINGUISTICS
