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een put into practice.But there are still some drawbacks existing in this process,such as the absence of proper way to activate learners’background knowledge.Representative problems under such a reading route are also obvious,such as being unable to grasp the author’s attitudes and opinions towards this text,failing to understand the implied meanings in the text and realizing the organization of the whole text,and so on.
Consequently,finding efficient ways to improve learner’s English reading competence and the actual reading instruction has become the double point in college English,which can’t be neglected by researchers fundamentally.In spite of progress made in some phases,it still calls for further and all-around study in the field of reading theoretically and empirically.

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Abstract 7-9
摘要 10-12
Chapter One Introduction 12-17
    1.1 Background of the Present Research 12-13
    1.2 Purpose and Significance of the Present Research 13-15
    1.3 Structure of thesis 15-17
Chapter Two Literature Review 17-40
    2.1 Theory of Discourse Periodicity 17-25
        2.1.1 Definition of Discourse Periodicity 17-20
        2.1.2 Key Elements of Discourse Periodicity 20-21
        2.1.3 Theoretical Basis 21-24
        2.1.4 Current Research Status of Discourse Periodicity 24-25
    2.2 Application of Discourse Periodicity 25-32
        2.2.1 Thematic Progression and Discourse Periodicity 26-28
        2.2.2 Hyper-Thematic Progression Pattern 28-29
        2.2.3 Combination of Hyper-Thematic Progression and Generic Analysis 29-32
    2.3 Reading Instruction 32-38
        2.3.1 Different Reading Models in Reading Instruction 32-36
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