英语问卷调查本科毕业设计 - - 定稿 - - 本科毕业论文

can be explained as what the society does and thinks, and the language is the expression the ideas of society. Obviously, culture is one of the keys in English reading. Therefore, confronted with cultural differences，readers should be given the opportunity to familiarize themselves with the target culture.

Mother tongue is a double edged sword, on the one hand, reading habits and reading experiences of the mother tongue may facilitate English reading. On the other hand, the native patterns and culture may hinder the process of English reading to some extent.

2.3 Three Models of Reading

This part will discuss three models of reading: bottom-up approach, top-down approach and interactive model. 2.3.1Bottom-up Approach

Until now, the bottom-up approach leads both first and second language research and theory. According to Cambourne(1979), bottom-up approach was the basis of the overwhelming majority of reading schemes. The bottom-up approach regard reading as a process of decoding written symbols into their aural equivalents in a linear fashion. Cambourne(1979) uses the following illustration of how the process is supposed to work: print?every letter? phonemes and blending?pronunciation? meaning.

Thus, one first distinguishes each letter as it is encountered, Sounds these out, matches the written symbols with their aural equivalents blends these together to form words, and derives meaning. The derivation of meaning is thus the final procedure in

which the language is translated from one of symbolic representation to another .In the early stage of reading it would be a reasonable explanation of reading process to teach learners the sound-symbol correspondences and, actually, this is the most popular approach to teaching reading—the phonics approach，in which learners are taught to decode words by matching written symbols with their aural equivalents. However, there are a crowd of critics about this approach because it emphasizes meaning in the process. Evidence against the notion that reading is a matter of decoding letters to sounds in a linear way also came from work carried out in the 1970s by researchers with a technique miscue analysis. The technique pioneered by Goodman and Burke(1972), contains the analysis of errors made by the reader when reading the text loudly. It shows that reading is more than mechanical decoding. Those readers who are reading for meaning generate miscue that makes sense semantically.

2.3.2 Top-Down Approach

Insights from sources are mentioned above results in the postulation of alternative to the bottom-up, phonics approach. This has been known as the top-down or psycholinguistic approach to reading. According to the view，one begins with a series of hypothesis or predictions about the meaning of the text, which one is about to read ,and then selectively samples the text to determine whether or not the predictions are correct. Top-down processing has been used to represent that reading is a process of reconstructing meaning rather than decoding form, and readers only resort to decode if other meaning fail. Cambourne(1979) gives the following

schematization of the approach: past experience, language? selective aspects?meaning?sound, pronunciation.

From what I have discussed, readers can understand that this approach emphasizes the reconstruction of meaning rather than the decoding of form. The interaction of reading and the text is the core to the process, instead of decoding each symbol, or even every word. 2.3.3 Interactive Model

Interactive model is one of the newest outcomes of modern reading theories. It adopts the two traditional models’ (bottom-up &top-down) strong points while overcoming their weak points. The interactive model is a kind of compromise theory between the two and it agrees with the function of both lower level and higher level processes to reading comprehension .Therefore it has become a more perfect reading model. While reading, students begin to interact with the author of the text and try to understand and perceive the author’s real purpose and meaning as much and as quickly as possible.

Chapter Three Research Methodology

This chapter is composed of four parts. With an intention to summarize troubles in college students’ English reading through the investigation, a questionnaire was adopted. The first part is research objective and the next part is subjects, instrument is the third part and the last part is procedure. 3.1 Research Objective

In order to investigate the obstacles and difficulties in university students’ English reading, the survey was adopted. It aims to improve their reading ability and stimulate their interest as well as cultivate their reading skills through the analysis of influential factors. 3.2 Subjects

The subjects participated in the study are 80 students from Jiangsu Normal University Kewen college junior and senior English major. There are 71 girls and 9 boys. The ages of them are similar. It covers different English level students, they almost pass CET4, 80 percent of them pass CET6, 39 percent of them pass TEM4. 3.3Instrument

The questionnaire was addressed to the subjects. The questionnaire (see Appendix I) is intended to find what kinds of matters and difficulties when college students are reading. Students’ attitudes toward those questions can be divided into five kinds, strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree.

Five Choices for Questionnaire