Abstract and Key Words

Abstract: Reading in English is an important part in the use of English. Learners’ ability to read directly influences their ability in listening, speaking, writing in English. In addition, reading comprehension tests in English have become increasingly demanding and improving learners’ ability in reading comprehension in English is a key to their learning English. This thesis tries to analyze the factors influencing learners’ reading activity and therefore creating difficulties for them from some aspects such as vocabulary size, cultural knowledge, strategy of reading and some psychological factors. The analysis is based on the interaction model of reading process. Then the author tries to propose some suggestions to help learners overcome their difficulties in reading in English so that they can improve their efficiency and accuracy of reading.

Key words: The interaction model; factors of reading process; resolutions   
                  
摘要：英语阅读理解是英语语言运用的重要方面。阅读理解能力的高低，直接影响和制约英语听、说、写等各方面能力的形成和发展。此外，近年来英语考试对阅读理解的要求越来越高，提高学生的英语阅读理解水平是学生学好英语的关键。本文将根据阅读的交互作用模式为理论指导，并结合学生在阅读理解过程中阅读技巧与阅读心理的实际情况，分析影响学生英语阅读理解水平的主要因素，找出其解决对策，以便更好地帮助学生提高英语水平。

关键词:交互作用模式；影响因素；解决对策

1.    Introduction: Models of Reading Process
According to modern psycholinguistics and cognitive linguistics, reading is a complex and active mental activity. Based on one’s prior knowledge and experience, the reader predicts, verifies and validates the reading material. It is also a way of interactive communication between the reader and the author through discourse. Reading is a relatively independent behavior of the individual cognition.
1.1 The bottom-up model
Gough proposes the bottom-up model of the reading process which proposes that reading comprehension starts from the recognition of syllables and vocabulary to phrases, sentences and the whole passage. This model attaches much importance to the process that information inverts from the lower level to the higher level. As a result, when the reader has some difficulty in the lower level, he will not be able to master the sentences or the passage. According to this model, reading is only a one-way process of abstracting meanings. The main task for the readers is to clean up the literal obstacles regardless of their own experience and initiative.