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1、IntroductionReadingisanimportantwayofgaininginformationinforeignlanguageleaning.Itisabasicskillforalanguageleaner.Thereislotsofreadingexerciseinexaminationtoday.Butallthereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoreadthemcorrectlyandwithacertainspeed.Thisneedsgreateffortsfrombothstu
2、dentsandteachers.Asateacher,theyshouldknowsometangibleerrorsinreadingcomprehensionandthengivethecorrespondinghelp.Thispapergivessomeprinciplesbehindtheteachingofreadingandanalysesbrieflysomeerrorsinreadingcomprehension.Toimprovestudents’reading,thefirstwemustknowistheessenceofreading.Onlytho
3、ughthis,wecanfindoutdifferentmeansofachievingproficientreadingaccordingtoeachstudent.ChapterOneTheEssenceofReadingAsweknow,thepsycholinguisticmodelofEFTisameaning-basedmodelproposedbyGoodman(1967)andSmith(1971).Goodmanthinksthatinthereadingprocessthe“readerreconstructs,asbestashecan,amessage
4、whichhasbeenencodedbyawriterasagraphicdisplay”(Goodman1973).Smithsays“···skillinreadingactually13dependsonusingtheeyesaslittleaspossible,···aswebecomefluentreaderswelearntorelymoreonwhatwealreadyknow,onwhatisbehindtheeyeballs,andlessontheprintonthepageinfrontofus”(1978).Thepsycholinguistsass
5、umethatifthereaderhastheabilitytoselecttheproductivelanguagecues,hecandecode,throughhispsycholinguisticprocessing,themessageinthetext,andsharemuchofinformationwhichthewriterintendstoconvey.ThecommunicativeapproachofEFL,WhichprevailsafterWorldWarⅡ,holdsthat“Theprimarygoalofmostforeignlanguage
6、learningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers,andthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbytheattentionhemustpaytolinguisticform.”(Littlewood,1
7、981).Incommunicativeteachingmodel,theclassisstudents-centred,andcommunicativeactivitiesareperformedbetweenstudentsandtheteachers,studentsandstudents.Butefficientcommunicationstilldependsonsuccessfuldecodingofthe“meaning”ofthediscourses,thatis,alist
