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1、.BriefAnalysisofChineseStudents’ErrorsinEnglishReadingLVLing-yunAbstract:Onthebasisofthetheoriesofpsycholinguisticperspectiveinlanguageteachingandcommunicativeapproachinlanguagelearning,thispaperanalysesbrieflysometangibleerrorsfortheChinesestudentsintheirreadinginline
2、withtheauthor’sownteachingexperiences.Thepaperisanattemptatovercomingtheobstaclesexistingbetweenthetextwritersandthetextreadersandenablingthelattertobecomeeffectivereaders.Keywords:psycholinguistic,communicative,errors,readingcomprehensionEnglishreadinghasalwaysbeencon
3、sideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening,speaking,writingandtranslating.Readingcourses,orrather,intensivereadingones,fillupalargecomponentofthecurricula.Obviously,studentsandtea
4、chershouldpaygreatattentiontotheimportanceofreadingcourses.Andwhatisreading?HowcanChinesestudentsachieveproficientreading?1.TheoryofpsycholinguisticperspectiveandcommunicativeapproachAsweknow,thepsycholinguisticmodelofEFTisameaning-basedmodelproposedbyGoodman(1967)andS
5、mith(1971).Goodmanthinksthatinthereadingprocessthe“readerreconstructs,asbestashecan,amessagewhichhasbeenencodedbyawriterasagraphicdisplay”(Goodman1973).Smithsays“···skillinreadingactuallydependsonusingtheeyesaslittleaspossible,···aswebecomefluentreaderswelearntorelymor
6、eonwhatwealreadyknow,onwhatisbehindtheeyeballs,andlessontheprintonthepageinfrontofus”(1978).Thepsycholinguistsassumethatifthereaderhastheabilitytoselecttheproductivelanguagecues,hecandecode,throughhispsycholinguisticprocessing,themessageinthetext,andsharemuchofinformat
7、ionwhichthewriterintendstoconvey.[1]ThecommunicativeapproachofEFL,WhichprevailsafterWorldWarⅡ,holdsthat“Theprimarygoalofmostforeignlanguagelearningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers,andthegoalofforeignlanguageteaching
8、istoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbytheatte
