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1、LiteratureReview1.TheimportanceofreadinginEnglishlearningInlanguagelearning,readingisregardedasamajorsourceofinput,andformanyEFLlearnersitisthemostimportantskillinanacademiccontext（Grabe1991).Inaddition,readingcanhelplearnersextendtheirgeneralknowledgeoftheworld.Int
2、hecontextofChina,asChineseEFLlearnersarelearningthetargetlanguageinanacquisition-poorenvironment,theyneedallthemoretodependonreadingforlanguageandcultureimmersion.And,whatismore,thereisanothernecessitytoChineseEFLlearners—readingforexaminations(Zhou2003).Itisobvious
3、thatreadingmakesupalargeproportionofthetotalscoresinimportantEnglishProficiencyTestsatvariouslevelssuchasTestofEnglishasaForeignLanguage(TOEFL),InternationalEnglishLanguageTestingSystem(IELTS),CollegeEnglishTestBand4(CET-4),CollegeEnglishTestBand6(CET-6),TestforEngl
4、ishMajorsBand4(TEM-4),TestforEnglishMajorsBand8(TEM-8)(Pu2006).Therefore,readingisconsideredanessentialandprerequisiteabilityonthepartofEnglishmajors.2.Thereadingprocess2.1ThenatureofreadingReadingcomprehensionbeginsatthesmallestandsimplestlanguageunitsandeachsingle
5、word,sentenceandpassagecarriesitsownmeaningindependentlywhichhasnodirectlinkwiththereader(ChomskycitedinZhang&Guo2005).Itistheprocessofacquiringinformationfromawrittenorprintedtext.Sotoreadatextsuccessfullyistoknowthemeaningofthetext.(Eskey2002,citedinYu2005).Anothe
6、rviewaboutreadingisthatreadingisa“psycholinguisticguessinggame”(Goodman1967,citedinZhang2006)duringwhichthereadercanmakepredictionsaboutthecontentofapassageaccordingtothetextualclues,hispriorknowledgeandexperience.Ifhispredictionsareconfirmed,thereadercontinues,othe
7、rwise,herevisesthosepredictions(Goodman1967;Smith1971,citedinSilberstein2002:6).Fromthisperspective,readingcanbetakenasaninteractiveactivity(Eskey1988;Grabe1993,citedinHedge2002:188)whichcanbeunderstoodtobeacomplexcognitiveprocessinwhichthereaderandthetextinteractto
8、(re)createmeaningfuldiscourse(Silberstein2002:x).Itisinatleasttwoways.Firstly,thevariousprocessesinvolvedinreadingarecarriedoutsimultaneou
