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llect some pre-readingstrategies from the researches abroad and in China. On the basis of these strategies, adesign of pre-reading strategies mostly proper for the vocational college students hasbeen tested effectively in stimulating the students’ interest and motivation in theirEnglish reading. And thus the students’ English reading comprehension ability hasbeen improved by learning to use the pre-reading strategies. This research will enrichthe theoretical research on the pre-reading strategy and superinduce amultidimensional viewpoint of research in this field in China.

1.2.2 Practical significance
By way of experimental research, a design of pre-reading tasks which work bestfor vocational college students will effectively stimulate the students' English readingmotivation and interest. The students’ English reading comprehension ability will also get enhanced. This design of pre-reading strategies will provide students with moreopportunities to participate in class and cooperate with the group members, which willtransform the traditional English class of mainly the teacher giving speech and thestudents just listening. More than 60% of the students will actively read more Englishand find information they need by using the pre-reading strategies. Pre-readingstrategies can be beneficial to the teachers from vocational colleges in changing thedull classroom atmosphere caused by just simply teaching vocabulary and grammar.The students will learn some useful methods and they will know how to learn, whichcan enhance their confidence in learning English well. In conclusion, the research hasa profound practical significance whether from the perspective of teachers or from theperspective of students.

Chapter Two Literature Review

2.1 Earlier Reading Process Models
Researches on English reading have always been the focus by the researchersboth abroad and in China. Since the middle of the 20thcentury, researchers have donea lot of further researches on the reading process. Three kinds of reading processmodel have become dominant of the researches including the bottom-up readingprocess model, the top-down reading process model and the interactive readingprocess model.

2.1.1 Bottom-up Reading Process Model
Gough (1972) applies information processing system to the research on thecognitive process of reading, which is described as “bottom-up” process.A bottom-up model is a reading model that emphasizes the written or printedtext. Reading is undertaken in a process that results in meaning and proceeds frompart to whole.When teaching reading, new vocabulary and structures are introduced first andthen the text is dealt with sentence by sentence and then paragraph by paragraph. Theteacher will go on to ask questions aiming at checking the students’ readingcomprehension. In bottom-up model teaching, plenty of time is spent having studentsread the text aloud. It’s believed that in this way of teaching, new words and newstructures besides reading aloud practice are more important than the readingcomprehension. Basically, this model follows a liner process known as from part towhole, in other words, from the recognition of letters to words, to phrases, tosentences, to paragraphs, and then to the meaning of the whole text.

Chapter Three Methodology ...........32-48
    3.1 Research Questions.......... 32-33
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