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esides  syntax  and  semantic  analysis. Harmer (2000) says that reading is an exercise dominated by eyes and brain, that is, the eyes receive messages and the brain works out them. Hence, reading is an interactive intelligence activity, acquiring information from written language. In Papaliar’s view (2000) there are two ways when readers decode a reading  material:  syntactic  way  and  semantic  way.  The  former  means  that  readers recognize the structural relationships of meaning within the sentence while the latter means  that  they  not  only  identify  the  lexical  meaning  of  words,  but  also  create  a broader  meaning  for  these  words  within  the  contexts  of  phrase,  sentence,  and discourse. 
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Chapter Three Theoretical Framework...........15 
3.1 The Theory of Krashen’s Input Hypothesis ........15 
3.1.1 Five Linked Hypothesis .....15 
3.1.2 The Input Hypothesis and Its Implications .........18 
3.2 Information and Information Gap .......21 
3.2.1 Information ........21 
3.2.2 Information Gap.........22 
Chapter Four Research Methodology.....25 
4.1 Research Questions ....25 
4.2 Subjects ......25
4.3 Experimental Instruments and Procedures..........26 
4.4 Research Procedures...........28 
4.4.1 Teaching Materials.....29 
4.4.2 IG Task in Teaching Practice .....29 
4.5 Data Collection...........33 
Chapter Five Results and Discussion .....35 
5.1 The Changes in Students’ Reading Ability .........35
5.2 Students’ Attitudes toward Reading before the Experiment........39 
5.3 The Changes in Students’ Attitudes after the Experiment...........48 

Chapter Five Results and Discussion 

In this section, results and data-analysis of reading tests and questionnaires are analyzed and discussed respectively to see the changes of students’ reading ability and attitude toward reading comprehension. 

5.1 The Changes in Students’ Reading Ability 

There are two reading comprehension tests in the experiment, both of which have a full mark with 100 and the time is limited in 30 minutes. Question types of pre-test and post-test are the same including multiple choice and matching. Both the Control Class (CC) and Experiment Class (EC) have the tests. In this part the scores will be analyzed, compared and discussed.According to the table, we can see that the highest score of the two classes are the same, and the lowest score is similar with 45 in EC and 40 in CC. The high-score rate and passing rate of EC is a little higher than those of CC, changing from 0~1. The average score of EC is 61.9 while that of CC is 61.1. The average score of EC is also a little higher than that of CC, but we can see that the difference is not significant.  Thus we can make a conclusion that EC and CC are almost on the same level in English reading before the experiment. 

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Conclusion 

In the previous chapters, the results of the questionnaires and reading tests befor本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。