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2.1 Theories of Reading
As carrel (1988) states, the most important purpose of learning a foreign language isreading. However, what's reading? According to American Educators' Encyclopedia,(Dejnozka and Kapel, 1991:469), readying means the process of distinguishing the writtensymbols and inferring the meaning of them. From the definition, we can find that reading iscomposed of two parts: (1) The recognition of the written symbols, which is the first step ofcomprehension. (2) The extraction of meaning, in which the readers' effort is involved.As time goes by, the understanding of reading has changed. In the past, most of linguistslooked on reading as a passive or receptive process in which readers' decoded written symbolsas early as 1917. In the late 1960s, reading was regarded as a process where readers' canrepresent the information in a passage, reasonably and accurately. In the 1970s, researchersadvocated that a psycholinguistic model or theory should be used to explain reading.(Goodman, 1967) only recently have some researchers paid more attention on the constructiveelements of the process and admitted that reading is an active and dynamic interactionbetween, the information in the next and the knowledge of the readers.Harris (1979) thinks reading is the result of interaction between recognition of writtensymbols and the reader's past experiences. The process of reading involves two stages :(1) thereader reconstructs his/her own meaning. Within the process, the reader's purpose will affecthis/her own meaning.
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2.2 Reading Strategies
From the introduction of the reading models, we know that different reading models arepresent at all levels of reading process at the same time. There are two levels in the process ofreading: 1) an identification of visual signals from the text through the eyes; 2) acomprehension of visual information, linking the information from the text with the reader’sbackground knowledge and reconstructing the meaning which the author intends to express.For the sake of reaching the two level of reading, readers need do their best to developreading strategies. Reading strategies are considered as the fundamentals of reading, but there is not anunanimous definition for reading strategies and the definition changes from researcher toresearcher. Langer (1982) explains reading strategies as some statics and passive resources orskills used by readers. Block (1986) defines reading strategies as a series of methods abouthow readers compose a reading task, how they make comprehension of what they read andhow they do when they have some difficulties in understanding. Barnett (1988) argues thatreading strategies are some problem-solving techniques when readers deal with a text andmake sense of the text. Cohen (1990) regards reading strategies as mental processes whichreaders consciously make use of to finish reading tasks.
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3. Methodology ......... 21
3.1 Research Questions....21
3.2 Subjects.....22
3.3 Instrument......24
3.4 Data Collection Procedure ....25
3.5 Data Analysis Procedures......25
4. Results and Discussion..... 27
4.1 Answer to Research Question One.........27
4.2 Answer to Research Question Two ........ 43
5. Conclusion ...... 55
5.1 Major Findings.... 55
5.2 Pedagogical Implications...... 57
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