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With the development of the Psychology, psycholinguistics, and applied linguistics inrecent thirty years, many achievements have been made in the field of reading theory. Since the1960s, cognitive psychologists have been interested intensely in the reading construct and thecheck of hypothetical models in people’s reading process. Many English teachers are familiarwith some of these models: bottom-up model, top-down model which achieved some famesince the 1970s in the teaching world and the interactive model which developed later.Reading comprehension is becoming a more and more essential part in people’s daily lifeand a way of getting information, recognizing and comprehending language symbols throughreading materials. In colleges and universities, English reading comprehension plays animportant role in various exams. So in this chapter college reading teaching research will bedealt with in detail.Some researches are concerned with the application of task-based approach to the teachingof college English reading. Based on cognitive Psychology and Applied Linguistics, task-basedApproach has been developing on its way. Numan (1989) considered the task is consisted ofteaching goal, input, activities types, the role of teacher and students, and environment. Willis(1996) classified the task into six types, that is, listing, ordering and sorting, problem-solving,comparing, sharing personal experiences and creativeness.
In China Xia Jimei (2001) in her article first introduced the definition, style and content oftask and explained briefly the significance, character and advantage of task-based languageteaching. In the following years some scholars began to research the task-based languageteaching from various aspects. Wang Xiaoyan (2009) discussed the application of task-basedlanguage teaching approach in the college English teaching course. She explained in herexperiment the three principles when applying task-based teaching approach to college Englishreading teaching. They were the form-function principle, the authenticity principle and the taskdependency principle. She thought that task-based language teaching caused the students’attitude towards class involvement to change, improved their learning autonomy andcommunicative ability, and finally cultivated their reading competence. Xiao Yaohua (2009)explained the six principles in applying task-based language teaching approach to the collegeEnglish teaching, namely authenticity, interactivity, proceeding, interest, operation, and thecombination of in-class study and out-class activities. Xiao thought that the task-based languageteaching approach could enhance students’ reading interests and the awareness of co-operation and innovation. Besides, Hu Wei (2011) analyzed the difference between task-based teachingand communicative teaching.In all of these researches, the relevant experiments lasted only for one term and thesubjects were also limited in numbers. Their concern was confined to college English readingcourse.Some researches are focused on the application of schema theory to the teaching of collegeEnglish reading. Schema theory assimilates the essence from interactive model and focuses onthe reader’s background knowledge to facilitate the comprehension.Qi Luxia and Wang Chuming (1988) investigated the effects of language complexity andbackground knowledge on English reading comprehension with schema theory for本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。