Literature Review(样本).doc

Literature Review 1. The importance of reading in English learning In language learning, reading is regarded as a major source of input, and for many EFL learners it is the most important skill in an academic context （Grabe 1991). In addition, reading can help learners extend their general knowledge of the world. In the context of China, as Chinese EFL learners are learning the target language in an acquisition-poor environment, they need all the more to depend on reading for language and culture immersion. And, what is more, there is another necessity to Chinese EFL learners—reading for examinations (Zhou 2003). It is obvious that reading makes up a large proportion of the total scores in important English Proficiency Tests at various levels such as Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), College English Test Band 4 (CET-4), College English Test Band 6 (CET-6), Test for English Majors Band 4 (TEM-4), Test for English Majors Band 8 (TEM-8) (Pu 2006). Therefore, reading is considered an essential and prerequisite ability on the part of English majors. 2. The reading process 2.1 The nature of reading Reading comprehension begins at the smallest and simplest language units and each single word, sentence and passage carries its own meaning independently which has no direct link with the reader (Chomsky cited in Zhang Guo 2005). It is the process of acquiring information from a written or printed text. So to read a text successfully is to know the meaning of the text. (Eskey 2002, cited in Yu 2005). Another view about reading is that reading is a “psycholinguistic guessing game” (Goodman 1967, cited in Zhang 2006) during which the reader can make predictions about the content of a passage according to the textual clues, his prior knowledge and experience. If his predictions are confirmed, the reader continues, otherwise, he revises those predictions (Goodman 1967; Smith 1971, cited in Silberstein 2002: 6)