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1、LiteratureReview1.TheimportanceofreadinginEnglishlearningInlanguagelearning,readingisregardedasamajorsourceofinput,andformanyEFLlearnersitisthemostimportantskillinanacademiccontext（Grabe1991).Inaddition,readingcanhelplearnersextendtheirgeneralknowledgeoftheworld.Inthec
2、ontextofChina,asChineseEFLlearnersarelearningthetargetlanguageinanacquisition-poorenvironment,theyneedallthemoretodependonreadingforlanguageandcultureimmersion.And,whatismore,thereisanothernecessitytoChineseEFLlearners—readingforexaminations(Zhou2003).Itisobviousthatre
3、adingmakesupalargeproportionofthetotalscoresinimportantEnglishProficiencyTestsatvariouslevelssuchasTestofEnglishasaForeignLanguage(TOEFL),InternationalEnglishLanguageTestingSystem(IELTS),CollegeEnglishTestBand4(CET-4),CollegeEnglishTestBand6(CET-6),TestforEnglishMajors
4、Band4(TEM-4),TestforEnglishMajorsBand8(TEM-8)(Pu2006).Therefore,readingisconsideredanessentialandprerequisiteabilityonthepartofEnglishmajors.2.Thereadingprocess2.1ThenatureofreadingReadingcomprehensionbeginsatthesmallestandsimplestlanguageunitsandeachsingleword,sentenc
5、eandpassagecarriesitsownmeaningindependentlywhichhasnodirectlinkwiththereader(ChomskycitedinZhang&Guo2005).Itistheprocessofacquiringinformationfromawrittenorprintedtext.Sotoreadatextsuccessfullyistoknowthemeaningofthetext.(Eskey2002,citedinYu2005).Anotherviewaboutreadi
6、ngisthatreadingisa“psycholinguisticguessinggame”(Goodman1967,citedinZhang2006)duringwhichthereadercanmakepredictionsaboutthecontentofapassageaccordingtothetextualclues,hispriorknowledgeandexperience.Ifhispredictionsareconfirmed,thereadercontinues,otherwise,herevisestho
7、sepredictions(Goodman1967;Smith1971,citedinSilberstein2002:6).Fromthisperspective,readingcanbetakenasaninteractiveactivity(Eskey1988;Grabe1993,citedinHedge2002:188)whichcanbeunderstoodtobeacomplexcognitiveprocessinwhichthereaderandthetextinteractto(re)createmeaningfuld
8、iscourse(Silberstein2002:x).Itisinatleasttwoways.Firstly,thevariousprocessesinvolvedinreadingarecarriedoutsimultaneou
