英语论文网

last longer (Meng Zhaolan, 1994:199), at the same time, good memory entails prior experience and availability of meaningful associations, then sense of language can also help to lessen their anxiety, nervousness and fearing during English reading. When referring to the negative influence caused by cognitive factors, readers with stronger sense of language will overcome this kind of difficulty more easily. As for the different thinking patterns discussed above, readers with stronger sense of language can alternate the linear pattern of thought and the circular pattern of thought automatically according to the reading material, but readers with weak sense of language may have to do this controllably and step by step. This is like a beginning learner learning to play golf. He has to devote a lot of conscious or controlled processing to the activity: feet apart, head down, elbow straight, white shoes, etc. Once he becomes proficient, he ‘just’ hit the ball; the activity has become automatic. In sum, schema theory has provided a strong rationale for reading comprehension. Other researches on schema theory has also argued that a high degree of background knowledge can overcome linguistic deficiencies (e.g. Hudson, 1982). Conclusion From the previous five sections of analysis, we come to know that between the sense of language and English reading, there are close relations. They are interpromoted. Different stages of reading (recognition--perception, comprehension--association, evaluation--thinking, accumulating--Memorizing, applying--transfering) are connected with different structure levels of the ense of language (formal structure, situational structure, intentional structure), and help to optimize the structure and strengthen the sense of language. The strengthening of sense of language in turn facilitates recognizing, perception, comprehension, association, evaluation, thinking, accumulating and memorizing in reading, and help to promote the reading ability. Differences between Chinese and English, Chinese readers and English readers can also cause difficulties to Chinese readers in their English reading. But strong sense of language can help to overcome these difficulties. In order to be a good reader, one should also obtain a strong sense of language. In teaching English reading, we should pay attention to the important role of the sense of language. Bibliography [1] Barbara B.Wasson, Guy L. Bond, John B. Wasson and Miles A. Tinker. Reading Difficulties---Their Diagnosis and Correction[M]. New Jersey: Prentice-Hall, INC., Englewood Cliffs. 1984. [2] Charles Temple, Jean Wallace Gillet. Understanding Reading Problems: Assessment and Instruction[M]. London: Scott, Foresman/Little, Brown Higher Education. 1990. [3] Christine Nuttal. Teaching Reading Skills in a Foreign Language[M]. London: Heinemann Educational Books Ltd22 Bedford Square, London WC IB 3HH. 1982. [4] David W. Carroll. Psychology of Language[M]. Beijing: Foreign Language Teaching and Research Press &Brooks/cde/Thomson Learning Asia. 2000. [5] Rod Ellis. The Study of Second Language Acquisition[M]. Oxford: Oxford University Press. 1994. [6] William Grabe. Current Developments in Second Language Reading Research[J]. Tesol Quarterly1991(3): 375-406. [7] 端木庆一. 外语阅读心境的发展过程及其效应[J]. 外语界2001(1):37-40. [8] 桂诗春. 心理语言学[M]. 上海：上海外语教育出版社. 1985. [9] 韩雪屏. 追寻阅读中的语感[J]. 中学语文教学参考2001(5)：13-16. [10] 韩雪屏. 在阅读教学中培养学生的语感[J]. 中学语文教学参考2001(6)：19-21. [11] 李海林. 言语教学论[M]. 上海：上海教育出版社. 200