阅读前的英文

例句与用法

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1. Secondly , the process of translator ' s recreation is the production of interaction between text and translator , in which the recreation should be based on text , not at random and finally , the psychological attention and aesthetic expectation before appreciating a text , the text meaning of recreation and reconstruction during the enjoyment plus the redesign of text in the course of translating together merge into the embodiment of translator ' s recreatoin
   首先创造的根源在于翻译的本质，即翻译是一种信息的传播，是一种跨文化跨语际的交际活动，是技巧再现加文化再现；其次，翻译过程是译者和文本互动产生的结果，其中再创造须以文本为基础，而不是随意幕改；再次，阅读前的心理关注、审美期待、阅读中文本意义的再创和重建以及翻译中的文本重构共同形成译者在翻译过程中进行再创造的具体体现。
2. The achievement of the students who had definite reading aim was better than that of those who had not ; 2 the students " comprehension monitoring ability in reading between grade 7 and grade 8 developed rapidly . however , when it came to grade 8 - 9 , whether the trend of development would continue or not , it would depend on the reading conditions ; 3 be viewed from all aspects , there was always a close and inherent relation between junior middle school students " comprehension monitoring in reading and reading comprehension ; 4 be viewed from the plan before reading or the monitoring in reading or the evaluation after reading , the junior middle school students " comprehension monitoring ability in reading had reached a certain extent ; 5 bad reading habits , lack of necessary reading skills and relevant background knowledge , and indefinite reading aim , all of them could be the reasons that the student could n ' t remember what they were reading ( failing to monitor what they were reading ) ; 6 in order to improve the junior middle school students " comprehension monitoring ability in reading , some measures such as helping them form good reading habits , teaching them some necessary reading skills , and training them to good self - reading awareness , could be made ; 7 there were some ways could be used by teachers to improve the students " comprehension monitoring ability in reading
   有明确阅读目的的要比没有明确阅读目的的要好； 2 、学生的阅读理解监控能力从初一到初二有一个明显的发展过程，而从初二到初三，则依阅读条件的不同而有所差异； 3 、无论是从总体还是从局部进行分析，初中生的阅读理解监控能力与阅读理解之间有着紧密的内在关系； 4 、无论是从阅读前的计划性，还是阅读中的监控性，以及阅读(后)的评价性来看，初中生都已具备一定的阅读理解监控能力； 5 、造成阅读遗忘现象(理解监控失败)的原因，主要有：没有良好的阅读习惯；缺乏必要的阅读技巧；缺乏必要的背景知识及缺乏明确的阅读目的； 6 、要提高学生的理解监控能力，可以从培养他们良好阅读习惯，传授必要阅读策略和培养他们自主阅读意识等方面着手； 7 、教师可以通过多种方式来帮助学生提高他们的理解监控能力。