| Reading is one of main ways to get information from outside world. In the new era of rapid development of science and technology, and close connections with the world, information communicating shows new challenges to reading ability. So it is urgent to solve how to improve reading proficiency, especially for foreign language reading.With the demands of cognitive psychological development and teaching practices of reading, reading psychology has gathered in good harvest in western countries. For example, many theorists have engaged in the study of complex reading processes from cognitive views and put forward a lot of constructive theories, such as, Venezky (1984 ),- Goodman (1967,1977); Carrel (1983 ); Rumelhart (1977;) Eisterhold (1983); Stanovich (1980) .Goodman put forward "psycholinguistic model of reading (up to bottom model)" in 1967. He powerfully refuted the bottom to up model, which involved surface disposals from letters to words. And he thinks reading is a psycholinguistic guessing game. Efficient reading does not result from precise perception and identification of all elements, but from skills in selecting the fewest, most productive cues necessary to produce guesses. As this partial information is processed, tentative decisions are made to be confirmed, rejected, or refined as reading progresses.In 1977, Rumelhart raised "interactive reading approaches", and argued, "the literal meaning is not the passive symbol, but is active in decoding and recreating in the interaction between the reader and the text". In 1987, Bamett gave more deep interpretations on such interactive theories. He believes the interaction between the reader and the text refers to the reader's reconstruction of literal information, which is the process of combining literal knowledge with the reader'sprior knowledge. So reading can be regarded not only as decoding processes, but also as incessant assuming processes.In 1983, Carrell & Eisterhold proposed "schema theory". And they think during decoding the literal information, the reader needs to constantly active his prior mental schemata to predict, to judge, and to correct these decoded information. That's to say, the decoding and encoding of new information depends on the reader's existing schemata (also called as frameworks, networks).What we mostly concern about here is how to apply these reading theories into teaching practices. As most of us cannot fluently use English, it brings more difficulties for us to reach the automatic degree, m addition, we also cannot overlook low proficiency problems caused by mother language's interferences. This thesis applies some theories about reading psychology and second language acquisition into English learners' (ELs) reading practices, and it aims at introducing some reading strategies according to the characteristics of reading processes and EL's language. And it expects to improve reading proficiency for ELs and promote the development of teaching practices.This thesis consists of eight parts with six chapters, introduction and conclusion. In introduction, I talk about the nature of reading, and the roles of readers in reading. Though the purpose of reading is to get information, the reader is not passive to accept information (from the texts). In fact, he is very active in selecting information, and guided with mental schemata, he will finish the reading task by predicating, checking up the meaning of the text.In Chapter I , I discuss how to make the definitions of "reading" in its processes. Generally speaking, reading is the processes of communication, interaction, inferring and information processing. And the core of reading is to find the answers that readers want to get. In addition, this Chapter also talks about the interior andexterior factors, which have negative influences on English reading, based on the second language acquisition theories. The exterior factors can be considered from every country's culture, customs, living habits and people's beliefs, etc. And the interior factors mainly refe... |
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