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1、LiteratureReview1.TheimportanceofreadinginEnglishlearningInlanguagelearning,readingisregardedasamajorsourceofinput,andformanyEFLlearnersitisthemostimportantskillinanacademiccontext（Grabe1991).Inaddition,readingcanhelplearnersextendtheirgeneralknowledgeoftheworld.InthecontextofChina,asC
2、hineseEFLlearnersarelearningthetargetlanguageinanacquisition-poorenvironment,theyneedallthemoretodependonreadingforlanguageandcultureimmersion.And,whatismore,thereisanothernecessitytoChineseEFLlearners—readingforexaminations(Zhou2003).Itisobviousthatreadingmakesupalargeproportionofthet
3、otalscoresinimportantEnglishProficiencyTestsatvariouslevelssuchasTestofEnglishasaForeignLanguage(TOEFL),InternationalEnglishLanguageTestingSystem(IELTS),CollegeEnglishTestBand4(CET-4),CollegeEnglishTestBand6(CET-6),TestforEnglishMajorsBand4(TEM-4),TestforEnglishMajorsBand8(TEM-8)(Pu200
4、6).Therefore,readingisconsideredanessentialandprerequisiteabilityonthepartofEnglishmajors.2.Thereadingprocess2.1ThenatureofreadingReadingcomprehensionbeginsatthesmallestandsimplestlanguageunitsandeachsingleword,sentenceandpassagecarriesitsownmeaningindependentlywhichhasnodirectlinkwith
5、thereader(ChomskycitedinZhang&Guo2005).Itistheprocessofacquiringinformationfromawrittenorprintedtext.Sotoreadatextsuccessfullyistoknowthemeaningofthetext.(Eskey2002,citedinYu2005).Anotherviewaboutreadingisthatreadingisa“psycholinguisticguessinggame”(Goodman1967,citedinZhang2006)duringw
6、hichthereadercanmakepredictionsaboutthecontentofapassageaccordingtothetextualclues,hispriorknowledgeandexperience.Ifhispredictionsareconfirmed,thereadercontinues,otherwise,herevisesthosepredictions(Goodman1967;Smith1971,citedinSilberstein2002:6).Fromthisperspective,readingcanbetakenasa
7、ninteractiveactivity(Eskey1988;Grabe1993,citedinHedge2002:188)whichcanbeunderstoodtobeacomplexcognitiveprocessinwhichthereaderandthetextinteractto(re)createmeaningfuldiscourse(Silberstein2002:x).Itisinatleasttwoways.Firstly,thevariousprocessesinvolvedinreadingarecarriedoutsimultaneou
