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tual words are mutually connected within a sequence.  Hoey  (1983)  asserts  that  a  sentence’s  certain  words  or  grammatical  features  is  connect  to the text’s cohesion. Meanwhile, he believes that the research on the part of cohesion is the study of lexis, and the research to the cohesion of text is to the study of pattern lexis in text. Despite  some  linguists  argues  that  Halliday  and  Hasan’s  description  on  cohesion  still  has some shortcomings, their research about cohesion have the most supporters. They have explained the  correlation  of  the  individual  elements  with  each  other  in  language  form,  which  can  be beneficial to the study on the coherence of texts and teaching activities. 
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2.2 Reading  
This  section  includes  some  theoretical  foundations  about  reading  and  interest  related  to reading learning, which provides the important theoretical sources for the whole thesis.There are several language researchers making a contribution to the definition of reading. Downing  &  Leong  (1982)  have  divided  English  reading  into  two  major  situations:  one stresses reading is a process of decoding; the other one stresses reading is the constructing of text meaning. They put forward that reading is a transformation media from visual signals to auditory signals. Williams (1984) introduces the important suggestion that reading’s purpose is to understand the  text’s  main  point  and  content.  Meanwhile,  he  considers  reading  as  a  process  of comprehension. Widdowson (1979) pays attention to the reader’s reconstructs. He expounds that reading  is  communicating  writer’s  viewpoint  with  the  reader’s  own  understanding,  which  is  a process of encoded information. Actually,  English  reading  is  a  complicated  progress  which  is  an  active  thought  activity  of readers. Moreover, reading is an interactive process between the reader and the text. This kind of interaction is just like a ligament connecting close new knowledge to their previous knowledge and background of the knowledge. 
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Chapter Three Research methodology ......... 15 
3.1 Research questions ...... 15 
3.2 Research participants ........... 15 
3.3 Research instruments ........... 15 
3.4 The procedures of reading teaching .... 17 
3.5 Data collection .... 23 
Chapter Four Data analysis and discussion ......... 24 
4.1 Analysis and discussion of questionnaire ............ 24 
4.2 Analysis and discussion of the test results .......... 34 
Chapter Five Conclusion .... ...40 
5.1 Major findings ..... 40 
5.2 Pedagogical implications ............ 41 
5.3 Limitations of the research ......... 41 
5.4 Suggestions for the future research..... 42 

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