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2.1 Reading and extra-curricular reading
Reading is a process, in which readers use their own knowledge and related experience torecognize the language symbols, trying to understand the signals in the reading materials inorder to get the author's main writing intention and deep meaning of the expression.“As one of life's essential skills, reading not only fosters literacy in our early years, butalso enriches our knowledge of the world and cultivates our abilities all the life. It can widenour horizon and our experience of the language (Grelief, 1981:58).” Reading also bringsdelight to us. Generally speaking, people read for two purposes; information and pleasureReading is also the key to learning. It is especially important in learning a foreign languagebecause reading is one of the main skills and the most important way to get language input.For students in China, English is learned as a foreign language and face-to-facecommunication with native English speakers is still confined. In such cases, reading ofEnglish is the most efficient and the most available channel of linguistic input for most of thelearners. It is well-known that reading and listening are two essentia! ways of language input,but reading is perhaps the handiest way of getting in touch with English for Chinese juniorhigh school students to gain comprehensible input.
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2. 2 Theoretical background of extra-curricular reading
Comprehensible input is a significant idea that has emerged and developed in ELT for thepast two decades. In Input Hypothesis, Krashen (1985) claims to explain the relationshipbetween language input and language acquisition. Krashen (1985) argues that an importantcondition for second language acquisition to occur is sufficient comprehensible input containing i+1. That is to say, if an acquirer is at stage or level i，the input he or sheunderstands should contain i+1. In other words，the Imiguage that the learners are exposed toshould be just a little beyond their current level of competence that the learners canunderstand most of it but still be comprehensible and challenging to make progress. Thishypothesis involves four main issues (Richards & Rodgers, 1986). First，the input hypothesisrelates to acquisition, and not to learning (Zhang Ruling, 2002). It posits that language ispicked up, or acquired through exposure, but not conscious study. Second, people acquirelanguage best by understanding input that is a little beyond their current level of competence.Third，if there is a sufficient quantity of comprehensible input, i+1 will automatically beprovided. Fourth, language fluency cannot be taught directly. Rather, it will emerge once theacquirer has been exposed enough comprehensible input.
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Chapter 3 Research Design..........   29
3.1 Research questions..........   29
3.2 Subjects.......... 29
3.3 Instruments..........     30
3.3.1 Pre-test and post-test.......... 30
3.3.2 Questionnaires ..........  30
3.3.3 Interview ..........31
3.4 Reading materials adopted..........   31
3.4.1 The brief introduction of the reading materials.......... 31
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