文摘
英文文摘
长春理工大学硕士学位论文原创性声明及长春理工大学学位论文版权使用授权书
Instruction
Chapter One The Theoretical Foundation of the Reading Instruction from a Psycholinguistic Perspective
1.1 The Definition of Reading and Its Nature
1.2 The Process of Reading
1.2.1 Micro-Process
1.2.2 Integrative Process
1.2.3 Macro-Process
1.2.4 Elaborative Process
1.2.5 Meta-Cognitive Process
1.3 Several Factors Affecting the Efficiency of Reading
1.3.1 Motivation
1.3.2 Vocabulary
1.3.3 Reading Skills
1.3.4 Interest
1.3.5 Attitude
1.4 An Overview of Studies on EFL Reading
1.4.1 Models of Reading Comprehension
1.4.2 Schema Theory
1.5 Psycholinguistics and College Reading Instruction
Chapter Two Analysis of College English Reading Instruction
2.1 A Survey of Reading Instruction of College English in China
2.2 The Nature of Reading Abilities and the Composition of Reading Abilities for Non-English Majors
2.2.1 The Nature of Reading Abilities
2.2.2 The Composition of Reading Abilities for Non-English Majors
2.2.3 Reading Abilities Differ among the Readers
2.2.4 The Necessity to Develop the Non-English Major's Reading Abilities
2.3 Research on Reading Strategies
2.3.1 Identification of Reading Strategies and Reading Skills
2.3.2 Identification of the Component of Reading Strategies
2.4 The Importance of Reading for the College Students
Chapter Three Strategies to Improve College English Reading
3.1 Experiments on Reading Instruction of College English
3.1.1 Experiments on the Importance of Schema Theory to Non-English Majors
3.2 Investigations on the Reading Strategies of Non-English Majors
3.2.1 A Questionnaire
3.2.2 About Two Interviews
3.2.3 The Analysis of the Questionnaire
3.2.4 Discussion of the Questionnaire and the Interviews
3.3 Strategies to Enhance College Reading Instruction
3.3.1 To Help Students Make the Best Use of Their Schema Knowledge
3.3.2 To Promote Students' Motivation in English Reading
3.3.3 To Develop Students' Vocabulary
3.3.4 To Train the Students to Use Appropriate Reading Skills
Conclusion
Acknowledgements
Bibliography
Appendix
