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ld fill up the deficiency of silent reading. Therefore, some researchershave tried to propose some models for English extensive reading teaching, such as ZhouChunmei (1999), Xiang Rong (2006). Zhao Yuhong (2007). Jiang Junli (2007) and so onand so forth.Furthermore, all these researches of interaction show the necessity of the interactionin English extensive reading class, but they appear to focus on the theoretical explorationof the models which demonstrate how to organize the teaching process. Therefore, it isnot in line with the present tendency of foreign language teaching theory. Inasmuch as thedevelopment of second language acquisition, it is found that the language learningprocess is too far complex and the learners' real needs are often neglected. Ellis (1985)points that the focus in foreign language teaching should be "in what condition canforeign language acquisition be improved" and "how can we create these conditions inforeign language teaching classroom", rather than "what should we teach,,.

Chapter Two Literature Review

2.1 Extensive Reading
2.1.1 Definitions of Extensive Reading
For many years, Extensive reading has been recognized as the most successfulapproach in second and foreign language education. It has obtained a variety ofdefinitions. Harold Palmer firstly defines the term "extensive" in referring to a largeamount of reading with a focus on the meaning of the text. According to Palmer, readingextensively has the advantage of being both informative and pleasurable (Day & Bamford,1998). A reader's attention should be on the meaning, instead of the language of the text.As its goals are made more explicit, other terms for extensive reading are proposed.Alderson and Urquhart (1984, p. 120) claim that students might be free to choose theirown reading material and even bring it from outside the classroom, and that the teachermight abandon formal questioning on the texts. Richards and Schmidt (2002) characterizethat extensive reading means to develop desirable reading habits, to acquire knowledge ofvocabulary and structure, and to encourage interests for reading. According Nation(2008), students should be interested in what they are reading and should read focusingon the meaning of the text rather than on learning the language features of the text duringextensive reading.From the above definitions of extensive reading, we get to know better about thenature of extensive reading and find out that they share a common characteristic thatextensive reading emphasizes the meaning of the text, the pleasure and the formation ofhabits of reading, instead of language features.

Chapter Three Theoretical Framework.......... 26-36
    3.1 Classroom Interaction Hypotheses ..........26-29
        3.1.1 Krashen's Comprehensive Input.......... 26-27
        3.1.2 Long's Interaction Hypothesis.......... 27-28
        3.1.3 Swain's Output Hypothesis..........28-29
    3.2 Social Constructivism.......... 29-36
        3.2.1 A Brief Introduction of Social.......... 29-30
        3.2.2 Key Concepts in Social Constructivism.......... 30-36
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