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1、BriefAnalysisofChineseCollegeStudents’ErrorsinEnglishReading1.InstructionEnglishreadinghasalwaysbeenconsideredoneofthemostimportantpartsofforeignlanguagelearning.Withoutreading,nothingcanbedoneinthedevelopmentofthecompetenceinlistening,speaking,writingandtranslating.Readingcourses,o
2、rrather,intensivereadingones,fillupalargecomponentofthecurricula.Obviously,studentsandteachershouldpaygreatattentiontotheimportanceofreadingcourses.Andwhatisreading?HowcanChinesestudentsachieveproficientreading?2. TheoryofpsycholinguisticperspectiveandcommunicativeapproachAsweknow,t
3、hepsycholinguisticmodelofEFTisameaning-basedmodelproposedbyGoodman(1967)andSmith(1971).Goodmanthinksthatinthereadingprocessthe“readerreconstructs,asbestashecan,amessagewhichhasbeenencodedbyawriterasagraphicdisplay”(Goodman1973).Smithsays“···skillinreadingactuallydependsonusingtheeye
4、saslittleaspossible,···aswebecomefluentreaderswelearntorelymoreonwhatwealreadyknow,onwhatisbehindtheeyeballs,andlessontheprintonthepageinfrontofus”(1978).Thepsycholinguistsassumethatifthereaderhastheabilitytoselecttheproductivelanguagecues,hecandecode,throughhispsycholinguisticproce
5、ssing,themessageinthetext,andsharemuchofinformationwhichthewriterintendstoconvey. ThecommunicativeapproachofEFL,WhichprevailsafterWorldWarⅡ,holdsthat“Theprimarygoalofmostforeignlanguagelearningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers,an
6、dthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbytheattentionhemustpaytolinguisticform.”(Littlewood,1981).Incommunicativeteachingmodel,theclassisstudents-centred,andcommunicativeactivitiesa
7、reperformedbetweenstudentsandtheteachers,studentsandstudents.Butefficientcommunicationstilldependsonsuccessfuldecodingofthe“meaning”ofthediscourses,thatis,alistenermustinstantlymakeoutwhataspeakerwantstogetacross.Andcommunicativeefficiencymeansthatstudentsshouldbeabletodoefficiently
8、inallofthefourskill
