Interactive Model and its Effectiveness in College English Reading

Reading, as a cognitive activity, since the 1960s, has been a fascinating topic to researchers from various parts of the world. In the past decades, many different models of reading processes have been constructed and tested. Among them, recently interactive reading model has become more popular and been applied to the L2 reading teaching and learning. In response to the trend, the present study on the basis of two English Reading Tests and one Reading Questionnaire, attempts to explore the cognitive process of interactive reading model, prove the effectiveness of interactive reading model in enhancing non-English majors reading ability in the Chinese context and then find the individual differences among students in the use of reading models when conducting the L2 reading comprehension and their attitudes and ideas towards the English reading comprehension. It is expected that something new can be found out in the L2 learning context in China and a list of educational implications can be provided to help improve students reading abilities.

Autorentext

Shufang Yang majored in linguistics and English teaching, has been engaging in English teaching in China University of Mining and Technology (Beijing ) for 12 years. This study is based on her research project supported by the Fundamental Research Funds for the Central Universities in China.