英语论文网

material, the horizontal thinking which can invoke associations, imagination and get a deeper understanding of the material, the convergent thinking which can help to analyze and synthesize the content, and thinking of seeking difference which can fathom and spark creativity. (4) The fourth stage: Accumulating-- memorizing Reading is a process of acquiring written knowledge. In this process, after the stages of comprehension--association and evaluation--thinking, the material is basically absorbed by the reader. However, in order to turn it into the reader’s own knowledge, it should undergo the accumulating-memorizing stage. The reader must reproduce and reprocess the new knowledge to retain an impression in the brain. This process is what we called accumulating--memorizing stage. The ability to store and accumulate knowledge is confined by a variety of psychological factors, while the determing factor is memorizing. (5) The fifth stage: Applying--transferring It is the last stage of reading and also the extending and accomplishment of reading. In this stage the reader apply the obtained attitude, knowledge, skills and methods to new reading situations. There are two sorts of this kind of transfer: positive transfer and negative transfer. In the reading realm, if the previously acquired reading attitude, knowledge, skills, means and so on present a positive influence on reading and enable the reader to draw inferences about other cases from one instance and to grasp the whole category by grasping a typical example, we say it is a positive transfer, otherwise, it is a negative transfer. 4. The relationship between the sense of language and reading Judging from the psychological mechanism of the sense of language and reading, there are countless ties between them. All of the different stages of reading are closely connected with the different structure levels of the language sense schema. They are mutually promoted and influenced. At the initial stage of reading, the reader’s main activity is to recognize printed characters. This process should not be separated from the formal structure of the language sense schema. In this process, the printed characters and symbols activate the reader’s formal structure of the language sense schema through vision. The formal structure begins to reconstruct as soon as it receives the stimulus, and switches on the mental vocabulary to recognize and percept the printed characters. Meanwhile, it can also recognize certain special symbols, such as tone marks to get the author’s intentions of using such special symbols. The stage of comprehension--association of reading can not be separated from the language sense schema either. At this stage, the situational structure plays a major role. The comprehension of the reading material should be based on the understanding of the word meaning and sentence meaning, which requires the reader to give a compatible situational structure. At the stage of comprehension--association, the reading material activates the reader’s situational structure, which in turn reconstructs and invokes a variety of concepts, experiences, and feeling to enrich the associations and imaginations from different points and sides and get comprehended. The stage of evaluation--thinking involves the participation of intentional structure. As soon as the reader finishes reading a text, its intentional structure will switch on. The result of this is the reader’s spontaneous emotion re