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1、LiteratureReview1.TheimportanceofreadinginEnglishlearningInlanguagelearning,readingisregardedasamajorsourceofinput,andformanyEFLlearnersitisthemostimportantskillinanacademiccontext（Grabe1991).Inaddition,readingcanhelplearnersextendtheirgeneralknowledgeoftheworld.InthecontextofChina,asChine

2、seEFLlearnersarelearningthetargetlanguageinanacquisition-poorenvironment,theyneedallthemoretodependonreadingforlanguageandcultureimmersion.And,whatismore,thereisanothernecessitytoChineseEFLlearners—readingforexaminations(Zhou2003).Itisobviousthatreadingmakesupalargeproportionofthetotalscor

3、esinimportantEnglishProficiencyTestsatvariouslevelssuchasTestofEnglishasaForeignLanguage(TOEFL),InternationalEnglishLanguageTestingSystem(IELTS),CollegeEnglishTestBand4(CET-4),CollegeEnglishTestBand6(CET-6),TestforEnglishMajorsBand4(TEM-4),TestforEnglishMajorsBand8(TEM-8)(Pu2006).Therefore

4、,readingisconsideredanessentialandprerequisiteabilityonthepartofEnglishmajors.2.Thereadingprocess2.1ThenatureofreadingReadingcomprehensionbeginsatthesmallestandsimplestlanguageunitsandeachsingleword,sentenceandpassagecarriesitsownmeaningindependentlywhichhasnodirectlinkwiththereader(Chomsk

5、ycitedinZhang&Guo2005).Itistheprocessofacquiringinformationfromawrittenorprintedtext.Sotoreadatextsuccessfullyistoknowthemeaningofthetext.(Eskey2002,citedinYu2005).Anotherviewaboutreadingisthatreadingisa“psycholinguisticguessinggame”(Goodman1967,citedinZhang2006)duringwhichthereadercanmake

6、predictionsaboutthecontentofapassageaccordingtothetextualclues,hispriorknowledgeandexperience.Ifhispredictionsareconfirmed,thereadercontinues,otherwise,herevisesthosepredictions(Goodman1967;Smith1971,citedinSilberstein2002:6).Fromthisperspective,readingcanbetakenasaninteractiveactivity(Esk

7、ey1988;Grabe1993,citedinHedge2002:188)whichcanbeunderstoodtobeacomplexcognitiveprocessinwhichthereaderandthetextinteractto(re)createmeaningfuldiscourse(Silberstein2002:x).Itisinatleasttwoways.Firstly,thevariousprocessesinvolvedinreadingarecarriedoutsimultaneou