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1.1 Reading
1.1.1 The Nature of Reading
阅读被认为是最重要的和复杂的为第二语言的学生在五个语言技能。因此，它已经吸引了绝大多数的知名学者在语言学领域，几十年来探索其性质。不同的学者从不同的角度解释阅读在不同的时间。布卢姆菲尔德（1961年）把阅读作为解码过程，解密和识别字样。古德曼（1967），从心理语言学的角度，定义阅读作为一种心理猜测游戏，从而大大强调读者的重要性。与认知，语义和语用学的进一步研究，现代文阅读理论认为，阅读是一种认知活动，其中涉及语言沟通。阅读威多森（1983）定义为“交际活动”，这就需要读者来重建消息，听到在他们的心目中，什么样的作家说。麦卡锡（1991）的观点，阅读“世界读者的知识，经验，能力的话语来推断可能的目的和评估的话语接待”一个严格的行动，涉及这两个定义似乎已经抓住阅读的本质的东西。Reading is assumed to be both the most important and complex among the fivelanguage skills for second language students. Thus, it has been attracting a vastmajority of prominent scholars in the field of linguistics to explore its nature overdecades.Different scholars interpret reading from different perspectives in different time.Bloomfield (1961) regards reading as a decoding process，deciphering and identifyingprinted words. Goodman (1967)，from the perspective of psycholinguistics, definesreading as a psychological-guessing game, thus emphasizes greatly the importance ofthe reader.And with the further study of cognition, semantics and pragmatics, the modernreading theory holds that reading is a cognitive activity in which languagecommunication is involved. Widdowson (1983) defines reading as “a communicativeactivity”，which requires readers to reconstruct messages to hear in their minds whatthe writer says. McCarthy (1991) views reading as “an exacting action involvingreaders' knowledge of the world, experience, ability to infer possible purpose ofdiscourse and evaluate the reception of the discourse". These two definitions appearto have captured something of the essence of reading.
However, the author thinks the most comprehensive definition of reading is theone given by Gerot (2000). She defines reading in this way; “The reading processinherently involves the interaction of a reader and a text. Here the reader is consideredto be an instance of language in use. This implies that the reader，through herlinguistic ability, is capable of ascribing meaning to and interpreting meaning from text. As a person reads a text, she responds not only to the meanings mapped ontolinguistic elements, but also takes into account the socio-cultural context which isreconstituted through the language patterns. In so doing, she takes into account all sheknows about what is going on，what part language is playing，and who are involved.(Gerot，2000:204)"The definition assumes that reading is not a passive, receptive process，but anactive, creative and interactive process. Firstly, the reader couldn't just wait for themeaning pouring in his mind passively, but he must be active and work hard to get themeaning out from the written text. He not only takes the advantage of his knowledgeof vocabulary and syntax to decode the text，but also brings his knowledge of the realworld to reconstruct what the text is about. Secondly, the meaning is not readilyavailable from printing symbols, and the reader has to rely on his common knowledgeto make assumptions and reconstruct meaning on the basis of text clues and commonknowledge. Third，the reader both derives meaning from and assigns meaning to thetext，which makes reading a two-way interaction between the reader and the text.

1.1.2 Models of Reading Process
It is supposed that different ways of reading may result in varying degrees ofcomprehension. Roughly, there are three models of reading process.

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