Reading plays an important role in English learning. Many students research into English reading of nature process, it exchanges the whole English reading area. Psychologist of American Goodman considered: the reading is psycholinguistics of puzzle games, including the interaction of ideas and the process of language[1]. Afterward, Rumelhart’ interactive reading and carrel’ scheme theory that further enrich and develop the theory of English reading, and promote the development of the practice of teaching reading. These research institutes proved to process of English reading that is not mechanical and passive process, but bilateral process between complex and initiative of readers and author. At the same time the reader’s the concept of ability, background and cultural knowledge and strategy process of interaction. But in the traditional model of English reading teaching, the teachers are busy with explain word, sentence structure analysis. They will be a reading class changed of the ability to decode text training will focal point on the language and practice of understanding of sentence meaning, and not display of their reading skills and strategies, they also the whole meaning of the article on the macro grasp. For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language. Certainly, if we consider the study of English as a foreign language around the world the situation in which most English learners finds themselves –reading is the main reason why students learn the language. In addition, at advanced proficiency levels in second language the ability to read the written language at reasonable rate and with good comprehension has long been recognized to be as import as oral skill, if not more import [2].
Reading is an interactive process. The reading is not passive, but rather than an active, and in fact an interactive, process have has been recognized for some time in first or native language. However, only recently has second language and foreign language reading been viewed as an active, rather than a passive process. Early work in second language reading specifically in reading in English as a second language, assumed a rather passive, bottom up view of second language reading.
1. 2 Definition of interactive teaching approach
By the 1980s, the second model is challenged to interactive method. Artificial intelligence experts of American of D.E.Rumelhart believe when reading is a top-down and bottom-up process of interaction. He considers that it has five knowledge was restricted: vocabulary, orthography, grammar, meaning, and context during reading process. This knowledge high-end affects that we deal with article and interpretation of the final. Interactive approach is reading information from low phase and high phase skills at the same time. That phase knowledge from low phase and high phases [3]. The low phase and high phase has same information that product right understanding. It called interactive approach because it can exchange every phase. In order to understand article, we need top-down and bottom-up of process to reciprocity and interaction. Interactive approach teaching is on basis of bottom-up and top-down approach. It has absorbed the advantage of two approaches. It has high vertebra ion and sense of order. It stressed that different levels of language knowledge and relationship between activates.
During reading process, in various levels produces common structures for various assumption that the series of letters explained that the information, the centre is an interchange of information, reading process is not only to extract information from the article, and is read by the readers of the use of the activation a series of knowledge. This knowledge in turn by the article from the pure and patulous of new knowledge, reading is seen as a chapter in the dialogue between readers and author. The interactive model has agreed with many reading researchers. Weber commented that interactive model has more inclusive, tight and rational. It emphasized that word show in the article. The relationship among different language knowledge, process and kind of acknowledge activity. Therefore, we advocate that use interactive reading approach in the English reading class and instruct students should follow the reading book, pay attention to literal language of decoding process, playing an active students, as readers of the initiative, the use of reading strategies, active the mind of scheme, the use of integrating language knowledge and scheme knowledge. Through the exchange of readers and article, the author's exchanges of readers, and readers used of various reading strategies the interaction between achieve the ideal effect of reading.
Interactive approach and scheme theory have close relationship. The scheme theory considers that new knowledge of coding reply on knowledge of scheme, framework or network. Import of knowledge should keep with those schemes. It can finish information process. During the reading must has two requirements, one is reader should has scheme with essay, the other one is successful active the scheme. The researches about the scheme theory that induce specialist amend the top-down reading model. It is general recognized that top-down model excessively emphasize usage of background, neglect some skill of fast identify vocabulary, sentence structure and so on. Interactive theory pay attention on use of schema knowledge to predict and infer these high-level reading skills, he stressed that the rapid decoding low-level of ability. In the actual process of reading and ability can complement to each other. If readers of the low level rapidly decoding the lack of ability, high-level background knowledge can make up for this shortfall; otherwise if readers know lack of reading context, background knowledge, it can get meaning replay on literal decoding. So according with the scheme theory that interactive approach is a good model. It is combined with top-down and bottom-up. The reading scheme theory has a main thinking that is reading included scheme-level of coordinate activities. More low-level of scheme was activated, they must be activated at a higher level of the scheme, which is bottom-up processing. At the same time, bottom-up process that high-level of scheme can activate the low-level. It can build a part concrete of component. The scheme theory considers when skilled readers read text that bottom-up and top-down happen in all knowledge level.
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