长期以来,外语阅读一直被看作是一个被动的过程,一个破解文字符号的过程:读者通过印刷符号、单词与语音对号,从语言的最小单位“自下而上”地加深对课文作者企图表达意思的理解,然后再根据所获得的信息调整原有的背景知识和眼前的判断。这种阅读观点占据着阅读领域的统治地位,直至1967年古德曼提出另一种许多人称为“自上而下”的阅读模式才宣告终结。“自上而下”指的是在以往经验或背景知识的基础上对课文意思作出预见,在阅读中对预见进行肯定或否定的判断。在古德曼这两个模式的启发下,其后又产生发展了第三种观点,即阅读实际上是一个多层次相互作用的过程。这后两 For a long time, reading in foreign languages ​​has long been regarded as a passive process, a process of breaking text symbols: readers deepen their understanding of texts by printing symbols, words and phonetic symbols from the smallest unit of language The author attempts to express the understanding of meaning, and then adjust the original background knowledge and immediate judgment based on the information obtained. This reading view dominates the field of reading until Goodman proposed in 1967 that another reading mode, which many would call “top-down”, ended. “Top-down ” refers to the prediction of the meaning of the lesson based on past experience or background knowledge, and a positive or negative judgment of the prediction in reading. Inspired by Goodman’s two models, the subsequent development of the third view that reading is actually a multi-tiered process of interaction. This last two