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r of Functional Sentence Perspective,gives his own idea about theme and rheme based on FSP. Weil thinks there exists apoint of departure in almost every sentence we say, which is known to the speaker andhearer equally; and another part, the goal of statement. The two parts are just like thelater theme and rheme. The movement from the starting point to the goal is thereflection of the mind movement of the speaker.On this theory, Weil finds a successor when Vilem Mathesius (1939), thefounder of Prague School, publishes his well-known paper Functional SentencePerspective in 1939. After that，this Czechoslovak linguist’s name always appears atthe very beginning of researchers’ list when they study on Theme-Rheme theory.Mathesius believes that a clause should be analyzed from the functional perspectiveby Actual Division instead of Formal Division which focuses on subject, predicate,object and other grammatical elements. According to Actual division, a clause can bedivided into three components: theme, rheme and transition. But in 1939’s paper,Mathesius uses “the starting point of the utterance” and “the core of the utterance” torefer to the two terms: theme and rheme which are given by a German scholar k.Boost (1955) later. What’s more, the paper Functional Sentence Perspective is writtenin Czech.
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2.2 Three reading models

2.2.1 Bottom-up model
Bottom-up model appears for the first time in the 1960s. It takes the traditionalphilology as its theoretical basis. As one of representatives of this model, Gough(1972) regards reading comprehension as a reconstructing and decoding process. Inorder to understand the writer’s meaning and get the information conveyed by the text,the reader should comprehend the text from the bottom (the smaller textual units suchas letters and words) to the top (the larger units such as phrases and sentences) untilgrasp the whole text then decode them.In the 1960s and 1970s, Bottom-up model influences English teaching verymuch. It is taken as the theoretical basis of many reading schemes and teachingmethods. For example, the traditional Grammar Translation Method belongs to thismodel. With the guidance of this model, teachers conduct teaching process like this: atthe very beginning, students are asked to read new words and the teacher makesdetailed instruction about pronunciation, usage and examples of new word; thensentences will be analyzed and difficult ones will be paraphrased or translated ifnecessary; finally, lots of exercises are done during class or assigned as homework.Bottom-up model is popular in reading teaching for a long period. Even till today,some teachers use this model as the guidance of their teaching method in Englishreading teaching. However, there exist some obvious shortcomings in applying it toreading teaching. The word to word reading model makes students depend on wordrecognition too much. A new word may cause completely misunderstanding to thewhole sentence even text. What’s more, students spend too much time on words,which may lead to inefficient reading. All these reasons mentioned above limit theapplication of Bottom-up model to reading teaching.
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Chapter Three Methodology.....20
3.1 Research questions .....20
3.2 Subjects ......20
3.3 Instruments .........21
3.3.1 Questionnaires......21
3.3.2 Reading comprehension tests.......21
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