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1、BriefAnalysisofChineseCollegeStudents’ErrorsinEnglishReading1.InstructionEnglishreadinghasalwaysbeenconsideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening,speaking,writingandtranslating.Reading
2、courses,orrather,intensivereadingones,fillupalargecomponentofthecurricula.Obviously,studentsandteachershouldpaygreatattentiontotheimportanceofreadingcourses.Andwhatisreading?HowcanChinesestudentsachieveproficientreading?2. Theoryofpsycholinguisticperspectiveandcommunicative
3、approachAsweknow,thepsycholinguisticmodelofEFTisameaning-basedmodelproposedbyGoodman(1967)andSmith(1971).Goodmanthinksthatinthereadingprocessthe“readerreconstructs,asbestashecan,amessagewhichhasbeenencodedbyawriterasagraphicdisplay”(Goodman1973).Smithsays“···skillinreadinga
4、ctuallydependsonusingtheeyesaslittleaspossible,···aswebecomefluentreaderswelearntorelymoreonwhatwealreadyknow,onwhatisbehindtheeyeballs,andlessontheprintonthepageinfrontofus”(1978).Thepsycholinguistsassumethatifthereaderhastheabilitytoselecttheproductivelanguagecues,hecande
5、code,throughhispsycholinguisticprocessing,themessageinthetext,andsharemuchofinformationwhichthewriterintendstoconvey. ThecommunicativeapproachofEFL,WhichprevailsafterWorldWarⅡ,holdsthat“Theprimarygoalofmostforeignlanguagelearningistodeveloptheabilitytouserealandappropriate
6、languagetocommunicateandinteractwithothers,andthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbytheattentionhemustpaytolinguisticform.”(Littlewood,1981).Incommunicativeteachingmodel,
7、theclassisstudents-centred,andcommunicativeactivitiesareperformedbetweenstudentsandtheteachers,studentsandstudents.Butefficientcommunicationstilldependsonsuccessfuldecodingofthe“meaning”ofthediscourses,thatis,alistenermustinstantlymakeoutwhataspeakerwantstogetacross.Andcomm
8、unicativeefficiencymeansthatstudentsshouldbeabletodoefficientlyinallofthefourskill
