Introduction English is learned as a foreign language in China. To some extend, learning a language is learning the four basic skills: listening, speaking, reading and writing. Out of them, reading or reading comprehension has always been one of the most important parts in school courses and test papers. And how to promote the efficiency of reading comprehension has long been the general interest of linguists, psychologists and Educationalists. According to psycholinguistic perspective, reading is an active psycholinguistic process. Readers use their stored knowledge to comprehend the text. In reading comprehension, a text or discourse is assumed to have its potential meaning as well as the literal meaning. And to understand a text completely, readers need not just understand the literal meaning of the text but also the ideas of the writer. In this view, the background knowledge of the target language plays a more important role than the linguistic knowledge does in reading comprehension. On this part of reading comprehension, the communicative approach has much in common with the psycholinguistic perspective. They hold that language, not just the spoken or verbal form but also the written form, is used for communication. Reading comprehension is regarded an interaction that the reader tries to get what the writer wants to convey through the text. This paper, on the basis of the theories of psycholinguistic perspective and communicative approach, regards reading comprehension as a communication between the reader and the writer. An efficient reader can have a good understanding of the writer’s writing purpose of the text and can get the right message or meaning that the writer wants to convey. For this purpose, he needs not only use the linguistic principles of the target language to decode the graphic symbols of the text but also the non-linguistic knowledge to comprehend the meaning between the lines. However, the practice of Chinese students’ English reading comprehension is not so efficient. English is a different language from Chinese not only in the linguistic level but also in the non-linguistic level. Thus, readers’ interactions of the reading comprehension vary from one to another. And there are often some communicative obstacles in Chinese students’ English reading comprehension. Concerning the causes of the communicative obstacles, this paper makes a brief analysis of the communicative obstacles in Chinese students’ English reading comprehension in the linguistic level and the non-linguistic level. According to the analysis, we know that not only the linguistic differences but also the non-linguistic differences between the two languages of English and Chinese influence a lot the efficiency of reading comprehension. Following the analysis, the thesis writer intend to sort out some feasible reading strategies for readers, expecting they could apply those strategies to overcome the communicative obstacles in their reading comprehension practice and become efficient readers. 1. Theories of psycholinguistic perspective and communicative approach 1.1 Theory of psycholinguistic perspective According to the psychological perspective, reading is an active psycholinguistic process. A text or discourse is assumed to have its potential meaning. Readers use their stored knowledge to comprehend the text in a psychological manner. Goodman (1967) and Smith (1971) further present the essence of reading comprehension. Goodman says t，英语毕业论文，英语论文 |
