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sponse, for instance, his attitude to the material. Is it interesting or boring? Does he like it or not? Whether the acts of the protagonist in a novel make him angry or not? At the fourth stage---accumulating--memorizing, the reader consolidates the old knowledge and stores the new through comprehension and memorizing. This has two effects on the reader’s language sense schema structure: on one side, it strengthens the balance of the schema structure; on the other, it enlarges the capacity, which means the elevation of the sense of language. At the stage of applying--transferring, stronger sense of language will be able to invoke more positive transfers, which in turn improves the reading ability. As discussed above, at each of the five stages of reading, the reader’s language sense schema plays its role. Throughout the process the reader’s inner information interact with the outward information under the continuous influences of the assimilation law and accommodation law, which causes the schema structure to vibrate between imbalance and balance to absorb the information. As a result, the capacity of the original schema structure become larger and larger and its organizational mechanism is optimized, hence, the reader’s schema structure becomes more flexible and agile, and the competence of the language sense is elevated. Whereas the elevation of the sense of language will in turn ease reader’s effort to percept the printed symbols and help to percept more accurately and quickly. During comprehension, his association which will help him to comprehend more fully and deeper will be enriched. When evaluating the reading material, the reader will be able to use all kinds of thinking patterns more effectively and thus reach an accurate evaluation. Meanwhile, with the elevation of the sense of language, the reader can comprehend the material better which will facilitate his memorizing. After all the stages discussed above, the reader’s reading ability will be improved. 5. Influences of sense of language on English reading for Chinese readers Research on reading in a second language has gained remarkable achievements in the past quarter century. Through the early mid-1970s, a number of researchers and teacher trainers argued for the greater importance of reading (e.g. Eskey, 1973; Saville-Troike, 1971). By the mid- to late 1970s, many researchers had begun to argue for a theory of reading based on work by Goodman (1976, 1985) and Smith (1971, 1979, 1982), both of whose research evolved into a “psycholinguistic model of reading.” Coady (1979) reinterpreted Goodman’s psycholinguistic model into a model more specifically suited to second language learners. In 1980s, much ESL reading theory and practice extended Goodman and Simth’s perspectives on reading (cf. Bernhardt, 1991). At the same time, second language research began to turn to other first language` research for the insights that it could offer. A variety of views of second language are influenced by factors which are normally considered in L1 reading research. These factors may be divided into L2 acquisition and training background difference, language processing differences, and social content differences. This is the same as English reading for Chinese readers. L2 acquisition and training differences refer to the fact that second language students begin the L2 reading process with very different knowledge from L1 readers. As for the English reading process, the native readers