It is found that appropriate its methods in classroom context help to activate EFL learners’ innate language elaboration device, which not only provides cognitive access to the target language units for translation, storage, retrieval and practical use; but also achieves the methodological transition from sentence-based translation to text-oriented production.

A study of active discourse processing and cognitive mental model;

The process of reading thinking and the strategy of sections and chapters management;

As a partial solution to the problem,this article works from the metacognitive theory and textual theory on applying to the classroom teaching of listening through discussion,which can help students overcome listening obstacles and improve their listening ability.

Appliance of textual theory to the teaching of reading can help students quickly grasp the basic structure of the text,get the key points of sentences and paragraphs and regulate the reading speeding, thus directing their reading visual perspective from sentence level to textual level so as to acquire desirablea reading speed.

Based on the principle of procedures of text comprehension and the theory of text teaching,this paper discusses how to improve students ability of text comprehension and the ability of culture appreciation in "Advanced English" teaching.

This paper analyzes the role of long term working memory in the process of text comprehension with an emphasis on the activation of relevant knowledge.

It argues that text comprehension involves not only learner s understanding to English language but involves learner s cognition and mental qualities.