An Impact Study Of The Mother-tongue Thinking On Non-English Majors In The Different Genres Of English Reading

Thinking is one of the characteristics of human beings, but owing to the practical differences amongthe different individuals, the thinking ways of them are also different. However, just the different thinkingways would affect students’ whole reading effect. This study just explored the influence of thinking waysin English reading. The focus of the study mainly consists of three aspects. Firstly, what are the differencesof mother-tongue thinking in different genres of English reading? Secondly, is there a relationship betweenmother-tongue thinking and the genre of English reading? Thirdly, is the impact of mother-tongue thinkingin different genres of English reading positive or negative on the learners?In this study, six participants who came from the northwest normal university took part in thisexperiment, and they have learned English at least eight years. The6participants were trained strictly byresearchers before the official experiment, and then, the researchers carried on the think-aloud reading test,retrospective interview and the questionnaire survey for them, and the whole process was recorded. Afterthe experiment, the researchers made the transcript of think-aloud and interview recording according to theuniform format. And then, the researcher carried out the comparative analysis about the data of think-aloudrecording mainly from four aspects, such as thinking activities, reading comprehension levels, types ofgenre and classifications of subjects, and discussed the differences between mother-tongue thinking andEnglish thinking chiefly from the two aspects of frequency and percentage, and carried on the contrastanalysis about the interview data through the aim, attitude, degree and time, and mainly discussed thedifferences of mother-tongue and English thinking and the role of mother-tongue thinking under thedifferent genres and backgrounds. For the questionnaire data, the researchers gave out the analysis ofspss13.0. Combining these analysis, the researchers got the following conclusions:⑴the mother-tonguethinking in different genres of English reading has difference.⑵there is a close relationship betweenmother-tongue thinking and genre of articles.⑶the impact of mother-tongue thinking on the non-Englishmajor learners is positive and constructive in different genres of English reading. These conclusions notonly make the English learners realize the positive role of mother-tongue thinking, but also are beneficialand significant to strengthen the English reading ability of the non-English majors and improve Englishreading teaching.