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1、1.IntroductionInlearningalanguage,especiallyaforeignlanguage,readingisaveryimportantlink.Wecangetinformationfrompassagesthroughreading;IhavetaughtEnglishinmiddleschoolsforthreeyears.Infinalexams,themarksofreadingareaboutonethirdofallthemarks.Butmostofthestudentsareafraidofreading.Theyaresone
2、rvousthattheydon’twanttoreadthepassagesassoonastheyseethem.Sotheydoworseandworseinreading.Somestudentscan’tdoreadingtaskswellbecauseoftheirlimitedvocabulary,somebecauseoftheabsenceofnecessaryknowledgebackground;stillmanyofthemdon’thavetheinferringandjudgingabilityaccordingtothecontextwhilere
3、ading.Theyknoweverywordofthesentence.Letalonetherealmeaningaccordingtothewholepassage.Ofcourse,otherscan’tunderstandbecausetheydon’tknowtherealmeaningofacertainwordinthesentence.Thatistosay,theyhaven’tmasteredthewordwhichmayhavemorethanonemeaning.Allthesefactorsleadtotheirabilitytounderstand
4、thetext.Sotheyfeeldulltodoreadingtasks.Theycan’tintentionalityread.Howtoenhancethereadingabilitythroughorganizingreadingclasswellisveryimportant.Howtoenhancetheeffectofteaching,trainingthereadingabilityisanimportantquestion.Somescholarspayalotofattentiontothetheoryofreading.Muchworkhasbeendo
5、neaboutthesequestions:whatelementsdoesreadingcomprehensioninvolve?What’sthe２９relationshipbetweenthebackgroundknowledgeandthelanguageinreading,etc?２９2.LiteratureReviewUsuallyreadingistaughtpassively.Thestudentsarenotkeenonit.Theyjustreaditbecausetheyhaveto.Generallyteachingofreadingcanbedivid
6、edintothreekinds.Theyreflectthethreestagesofthedevelopmentofreadingtheory.Firstly“bottom-up”patternwasproducedinthe1960s.Itwasinaccordancewiththearticle.Itwasfromlowerwordsdecodingtoobtaininginformation.TherepresentativefigureswereD.Labegem,S.T.Samuels,P.B.Goughect.Thesecondis“top-down”patte
7、rn,whichwasformedintheendof1960sandthebeginningof1970s.Itwasinaccordancewithcognition.Istressedtheeffectofthereaders’backgroundknowledgeinreading.Itisthoughtthatreadingisaprocesschoosing,predicting,testingandversifying.Itwasagameofpsycho-linguistic
