The Effects Of Proficiency Level,Reading Strategy And Topic Familiarity On Reading Comprehension Of Korea Students

Reading is one important part in language learning and languageuse . From the viewpoint of cognitive pragmatics and cognitive psychology, this article looks reading comprehension as a progress of an active communication between readers and authors, an interaction between new information and old information and a progress readers seeking optimum relevance through inference. This experiment focuses on the effects of three factors on reading comprehension which are proficiency level, reading skills and topic familiarity. The experimental subjects are the Korea students learning Chinese in China sampled randomly in middle classes and advanced classes of short-term training academy of BLCU . The statistical result testifies the main effects are significant, but interaction effects are insignificant .These results can be illuminated by framework theory and relevance theory. According to the experimental results , we can make a conclusion that enough language knowledge,the ability of quickly dist inguishing the words of meaning,enough background knowledge and the skills of predicting and inferring are essential to effective reading. Moreover, definite reading purpose in reading progress is also important to improve reading efficiency.