LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:6 June 2022
ISSN 1930-2940

Editors:
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         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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A Review on the Research of English Reading Theories—
A Perspective from Second Language Acquisition

Jingwei Tang, M.A., Doctoral Candidate

Abstract

In Second Language Acquisition, reading is a fundamental part that might influence the subsequent acquisition of listening, speaking, and writing. From information processing theory and redundancy theory to Schema Theory of Reading and discourse analysis, many researchers have made great achievements to the study of reading and influence a lot the Second Language Acquisition. This paper made a brief review on the research of English reading theories.

Keywords: Reading Theory, Second Language Acquisition.

1. Introduction

Reading is a psycholinguistic guessing game, a complex psychological activity process (Goodman, 1967). It is a positive and creative behavior of readers and also a process of choosing, classifying and interpreting information. Readers receive information through a discourse by visual access and transforms surface structure into deep structure through brain to approach the writer’s intentions of the discourse. Widdowson (1979) proposes that reading is a process in which readers get language information through a written material and actively construct knowledge to understand the information. Richards (1998) proposes that reading is initiative for readers to use background knowledge, schemas, vocabulary, grammar knowledge, mother tongue knowledge and personal social experience to understand the text. With a sharp increase of research on second language reading in 20th century, the definition of reading turns to focus on the communicative relationship between readers and texts. Silberstein (2002) introduces that reading is a complicated cognitive process in which the relationship between readers and texts is interactive. Whether a reader can receive information that the writer conveys depends on whether he/she has similar attitudes, language, experiences, values and beliefs with the writer (Nuttall, 2002). Many scholars have proposed and developed different theories concerning reading. These theories discover the nature of reading from different aspects and represent different tendencies and emphases on reading research. The development of English reading theories is closely related to linguistics, especially applied linguistics and psycholinguistics. All these theories have influenced a lot the SLA teaching practice.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Jingwei Tang, M.A., Doctoral Candidate
School of Human Science
Assumption University, Bangkok
Ramkhamhaeng Rd., Hua Mak, Bangkok, Thailand
nateen@sohu.com
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