On Strategies To Improve College English Reading Abilities From The Perspective Of Psycholinguistics

It is known to all that reading is by far the most important of the four skills, and it is the major source of input for non-English-major learners to acquire English knowledge and to develop English competence. English reading instruction is currently the focus of much concern. But we are still aware that many English learners are unable to read effectively, and frequently they fail to comprehend texts.During the past 25 years, with the development of psychology and psycholinguistics, reading was first viewed as a rather passive decoding process. Later, people find that reading is not a passive decoding process, but an active "psycholinguistic guessing game" and an "Interactive" process. No matter process is "Bottom-Up", "Top-Down" or "Interactive" process, readers can not arrive at comprehension without their schematic knowledge.This thesis is a tentative study of improving college non-English-major students' reading abilities from the view point of psycholinguistics, and it is based on some experiments, both theoretically and practically.The author believes that our college English teachers have to understand the nature of reading and use theories to guide instruction flexibly according to students' real level of language.