The Information Processing Process In English Reading Comprehension For Senior High School Students

Using think-aloud approach to study reading comprehension process has been highlighted abroad.Think-aloud approach is also adopted by some Chinese researchers to investigate the cognitive characteristics of the process of Chinese reading comprehension.However,domestic research into the micro-cognitive process of reading comprehension of English as a foreign language using think-aloud approach is rarely seen.It is no doubt that there's a large space for further study in this field.Therefore,this thesis,under the guidance of the theory of dual processing in text reading,adopts the think-aloud approach to probe into the information processing of senior high school students' English reading comprehension through the analysis of the data from the transcription of experiment records.The main research results are summarized as follows.(1)Most senior high students either do the instantaneous construction and integration or do the accumulative one in the process of reading comprehension,and a small number of students alternate the two;(2)Different information processing procedures have different influences on students,score of reading comprehension.Students who only do the instantaneous construction and integration have been scored the lowest,those who only do accumulative construction and integration have better scores,while those who do both have the highest scores.According to the research results,the study,targeting at the teaching of high-school English reading,puts forward a focal reading method which is meant to increase students' reading ability and reading performance and give an impetus to the reform of teaching students to read.