At the same time the author emphasizes that by no means can the teaching mode violate the usual principles , such as syllabus and curriculum standard , teaching contents , step - by - step instruction , and suiting the instruction to the students " level . simultaneously the focal points are also the new ideas that the author put forward in the dissertation since they constitute the crux in improving the students " reading comprehension ability through the combination of discourse analysis theories and classroom english teaching . after presenting and analyzing the results and data , the author argues that the adopted theories prove to be fruitful in enhancing students " reading comprehension ability , and states their far - reaching 实验完成后通过分析数据和结果，笔者得出令人信服的结论，即语篇分析理论对高中阅读教学具有重要的指导和启发意义，以它们为指导的教学模式明显优于传统的阅读教学方法，并提出了实验对今后阅读教学的几点启示：加强对语篇宏观结构的分析、注重知识面的拓展，掌握各种常见的阅读技巧和策略、重视衔接手段的教学和训练以及慎重选材和科学设问。
The present paper attributes the non - linear relationship to the senior 1 students " poor chinese reading ability and the linguistic threshold that holds back the possible transference . finally , the present paper suggests that efl teachers impose equal emphasis upon linguistic knowledge and reading skills / strategies in their class and train students out of class with abundant authentic chinese texts so as to improve students " efl reading ability 针对本研究发现的问题，作者建议：为了提高中国高一学生的英文阅读能力，教师一方面要在课堂上有意识地向学生教授阅读技巧/策略并训练之；另一方面，又要引导学生在课外阅读大量的各种中文书刊，从而使其在练习阅读技巧/策略的同时扩大自身的图式知识。
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。
