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1、LiteratureReview1.TheimportanceofreadinginEnglishlearningInlanguagelearning,readingisregardedasamajorsourceofinput,andformanyEFLlearnersitisthemostimportantskillinanacademiccontext（Grabe1991).Inaddition,readingcanhelplearnersextendtheirgeneralknowledgeofthewo
2、rld.InthecontextofChina,asChineseEFLlearnersarelearningthetargetlanguageinanacquisition-poorenvironment,theyneedallthemoretodependonreadingforlanguageandcultureimmersion.And,whatismore,thereisanothernecessitytoChineseEFLlearners—readingforexaminations(Zhou200
3、3).ItisobviousthatreadingmakesupalargeproportionofthetotalscoresinimportantEnglishProficiencyTestsatvariouslevelssuchasTestofEnglishasaForeignLanguage(TOEFL),InternationalEnglishLanguageTestingSystem(IELTS),CollegeEnglishTestBand4(CET-4),CollegeEnglishTestBan
4、d6(CET-6),TestforEnglishMajorsBand4(TEM-4),TestforEnglishMajorsBand8(TEM-8)(Pu2006).Therefore,readingisconsideredanessentialandprerequisiteabilityonthepartofEnglishmajors.2.Thereadingprocess2.1ThenatureofreadingReadingcomprehensionbeginsatthesmallestandsimple
5、stlanguageunitsandeachsingleword,sentenceandpassagecarriesitsownmeaningindependentlywhichhasnodirectlinkwiththereader(ChomskycitedinZhang&Guo2005).Itistheprocessofacquiringinformationfromawrittenorprintedtext.Sotoreadatextsuccessfullyistoknowthemeaningofthete
6、xt.(Eskey2002,citedinYu2005).Anotherviewaboutreadingisthatreadingisa“psycholinguisticguessinggame”(Goodman1967,citedinZhang2006)duringwhichthereadercanmakepredictionsaboutthecontentofapassageaccordingtothetextualclues,hispriorknowledgeandexperience.Ifhispredi
7、ctionsareconfirmed,thereadercontinues,otherwise,herevisesthosepredictions(Goodman1967;Smith1971,citedinSilberstein2002:6).Fromthisperspective,readingcanbetakenasaninteractiveactivity(Eskey1988;Grabe1993,citedinHedge2002:188)whichcanbeunderstoodtobeacomplexcog
8、nitiveprocessinwhichthereaderandthetextinteractto(re)createmeaningfuldiscourse(Silberstein2002:x).Itisinatleasttwoways.Firstly,thevariousprocessesinvolvedinreadingarecarriedoutsimultaneou
