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thismethod,especially in the implementation steps.Meanwhile,the research provides them withmeaningful enlightenment in the teaching of English writing and inspires them to design morerealistic and efficacious classroom activities to improve students’reading performance.

Chapter Two Literature Review

2.1 Introduction to English Reading Teaching

English reading is an important way of input.English reading is presented mainly in theform of discourse.Words,sentences and texts are involved in discourse.From the perspectiveof cognition,reading can bring students benefits in three aspects.First of all,reading can helpstudents accumulate knowledge which is a necessary process for further study.The basis ofreading are words and sentences which can make students understand the text.Meanwhile,students learn new knowledge in the text and it’s a cyclic process.Second,reading canpromote students’perception of the situation.Text is created in situation so students read insituation.When they read several times of the text,they get their own perception of it.Third,reading can exercise students’ability of logic thinking.Every discourse contains logic whichespecially represents by text.After reading the text,students can summary or retell the text toform their own logic by time-line,table or sequence.From the perspective of emotion,it cancultivate correct view of world,life and value for students.Discourse can not only transmitknowledge but also contains certain meaning.Excellent Chinese and foreign cultures broadenstudents’vision which can lead them to set higher goals of their life.From the perspective ofskill,various reading abilities can be cultivated by the process of reading which can promotestudents’cognitive level of reading and achieve the ideal results of learning.

2.2 The Development of English Reading Teaching

The teaching of English reading had experienced a long process of development andmany scholars studied it from different aspects.Combined with the previous research onreading teaching,this research mainly focused on the development of teaching model.

There were three reading models:bottom-up model,top-down model,and interactive-compensatory model.Bottom-up and top-down model were summarized by linguist Richards according to the two ways learners naturally used in the process of teaching.The traditionalteaching model mainly adopted the bottom-up model.The bottom-up model focused on theinformation that was the process of decoding of words,clauses,sentences and text.So intraditional reading teaching,teachers asked students to remember words and clauses in orderto understand the sentences in the text.In this process,teachers assigned tasks and studentsfinished them which improved the efficiency and accuracy of learning.But there were someshortcomings in this process.On the one hand,teachers paid less attention to students’initiative that was the reason why students lacked interest in the process.On the other hand,the process of teaching failed to achieve continuity.Students could understand the textsuccessfully but ignored the meaning of it.In contrast,the top-down model did not requireprecise decoding of the text instead of starting from the text topic or topic content to guess themeaning of the text and understand the text content in an efficient way.Teachers who usedthis teaching model usually established context to arouse students experie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。