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2.1 Previous Studies on Reading
Goodman (590-9) points out that reading is a “psycholinguistic guessing game”.Nuttall (68) emphasizes the function of reading, and put it as a process ofcommunication.Reading as a complicated process of understanding meaning is taken as adynamic interaction of the readers’ prior knowledge, which means written languageoffers information and the content of the reading situation (Siberstein 215).Mokenna (72) states that Reading is a process in which decoding symbols andreshaping author’s thoughts are involved. The prior knowledge, which is calledschema and the purpose of the reader, would have an impact on reader’scomprehension. He believes that in order to improve students’ reading competence, itis beneficial to build up background knowledge in advance and give students specificpurposes. Mokenna (102) further explains that teacher should inspire and fosterstudents’ background knowledge, aiming at ensuring the adequate information. It isimportant for teachers to give students specific purposes so that students can readeffectively. Its purpose may result in the appropriate mode to help students determinewhat information needs to be considered, to be understood and remembered.Similarly, Hyland (117-124) claims that an individual constructs meaning mainlyfrom a transaction with written text created by symbols which is representinglanguage. The text that the reader interprets is included in the transaction. Thereader’s language background, cultural framework, and reading purposes will impacton the interpretation. More importantly, past experiences play a vital role in theinterpretation.In summary, we conclude that reading is a complex psycholinguistic process, notonly transmitting information to the reader's mind, but during it the reader can use hisknowledge and experience to understand and interpret the information. Meanwhile, inthe process of reading, teachers should help students build up background knowledgeand expand their existing schema.
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2.2 Previous Studies on Writing
It has been nearly forty years that researches on EFL writing passed through ashort history. In the late 1960s and 1970s, numerous international L2 students went toUSA and UK to further study, so EFL is valued throughout the world. Comparisonwith reading comprehension and listening comprehension in L2 learning, writingseems to be paid little attention until late 1980s. During the past 30 years, researcheson writing have been made big progress and teaching of English writing makes a bigdifference.In English writing, there are four main theories, namely, Product-BasedApproach, process-Based Approach, Genre-Based Approach, and Process-genreApproach. In this section, these four approaches would be introduced respectively,with their advantages and disadvantages.
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Chapter Three Theoretical Bases.........17
3.1 Theoretical Background.........17
3.1.1 The Noticing Hypothesis.......17
3.1.2 The Input and Output Hypothesis.........18
3.2An Integrated Model----NIPIOM...........19
3.3 Instructional Practices....28
Chapter Four Methodology..........32
4.1 Research Hypothesis......32
4.2 Research Subjects...........33
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