The Signal Effects On High School Students With Different Cognitive Styles And Reading Ability In L2 Reading

We usually obtain information by reading and the key point in reading is how to read rapidly and well.Authors often use some text signals to convey important ideas in reading text.While only if readers notice those signals can they understand the important ideas and structures of the passage quickly.Therefore,text signals,as an external signs,promote the reading process.This has aroused much attention by many psychologists at home and aboard.Meanwhile,they have reached some valuable conclusions.In China,researches about text signals in English reading have been carried out frequently.However,reading is a gradual and empirical process.Readers greatly differed in their visual processing towards reading text between their different cognitive style and reading ability.Text signals will also show different effects.This phenomenon will reflects in the process of English reading.Therefore,this study tries to examine the influence of reading ability and cognitive style on text signal effects concerning English language reading.The results show that text signals promote high school students’English reading.Meanwhile,text signals have more effects on the expert readers.Besides,text signals show different effects on different cognitive style readers in different dimensions.