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本文报告了一个关于学习者因素和高职英语阅读教学的实证研究。研究表明:词汇量太小会影响学生在阅读时使用有效的认知策略;阅读成绩与学习者各因素普遍呈正相关;良好的情感状态会促进学生的努力和学习者自主意识。
This article reports on an empirical study of learner factors and higher vocational English reading teaching. Research shows that: vocabulary is too small will affect the use of effective cognitive strategies in reading; reading performance and learners generally positive correlation between various factors; a good emotional state will promote students’ efforts and learner autonomy.