第二语言阅读研究对中国英语教育的启示

Implications of research on L2 reading for EFLT in China

近些年来，国外研究者对第二语言阅读过程、阅读策略进行了大量的研究，指出阅读过程不仅仅是“自上而下”和“自下而上”的结合。阅读是读者与作者之间的对话，是读者所具备的语言知识与背景知识相互作用的过程。从阅读目的来讲，阅读过程又可以分为接受性阅读、反思型阅读、批评性阅读等多种形式。在具体阅读过程中，为了提高阅读理解能力，读者可以运用多种阅读策略，如流利地认读单词、篇章结构知识、快速阅读等。本文综述了相关的研究成果，并指出这些研究成果对中国英语教育的启示。

In recent years, a large number of empirical studies have been done on L2 reading process and strategies. It is maintained that reading not only refers to ＂top-down＂ and ＂bottom-up＂, but also refers to a process in which readers＇ background knowledge interacts with the linguistic knowledge. Reading can be regarded as a dialogue between readers and writers. However, from the perspective of reading purposes, reading process can also be categorized into receptive reading, reflective reading, critical reading and so on. In order to promote reading comprehension, readers can make use of all kinds of strategies, such as word recognition, frame of discourse and fast reading. This article attempts to review these studies and point out their implications for EFLT in China.