| ACKNOWLEDGMENT | 第1-7页 |
| CONTENTS | 第7-10页 |
| 1 INTRODUCTION | 第10-12页 |
| 2 THE COMPREHESION GAP IN EFL READING | 第12-24页 |
| 2．1 Incorrect Inferences Resulting From The Comprehension Gap | 第12-17页 |
| 2．1．1 Problem-solving Process—Inductive and Deductive Inference Processes | 第12-13页 |
| 2．1．2 Incorrect Inferences in Reader's Recall Tasks | 第13-17页 |
| 2．1．2．1 Within-text Inferences | 第14-15页 |
| 2．1．2．2． Elaborative Inferences | 第15-16页 |
| 2．1．2．3． Bridging Inferences | 第16-17页 |
| 2．2 The Comprehension Gap | 第17-21页 |
| 2．2．1 Schematic And Context Comprehension Gap | 第18-20页 |
| 2．2．2 Systemic Comprehension Gap | 第20-21页 |
| 2．3 Comprehension Gap Resulting From Specific Domain Knowledge | 第21-24页 |
| 3 REEADING AS INTERACTIVE PROCESS | 第24-45页 |
| 3．1 Reader as an Active Processor Of the Reading Process | 第24-31页 |
| 3．1．1 The Equal Position of the Reader and Writer During the Reading Process | 第25-26页 |
| 3．1．2 Comprehension Relying on an Individual's Purpose | 第26-27页 |
| 3．1．3 Top-down Theory | 第27页 |
| 3．1．4 Schema Theory | 第27-29页 |
| 3．1．5 Dual Coding Theory | 第29-31页 |
| 3．2 Interactions Between Different Understanding Levels | 第31-45页 |
| 3．2．1 Word-level Process and Lexical Access | 第32-35页 |
| 3．2．1．1 The Interactive Activation Model | 第32-34页 |
| 3．2．1．2 Cohort Model---Model of Lexical Access | 第34-35页 |
| 3．2．2． Constraint-based Model-Syntactic process | 第35-37页 |
| 3．2．3 Interactive-compensatory Model---Text Levels | 第37-38页 |
| 3．2．4 The Interaction Between Reader and Text Variables:The Cognitive Reconstruction of Knowledge | 第38-45页 |
| 3．2．4．1 The Reader's Variables | 第38-39页 |
| 3．2．4．2 The Text Variables-Genre Theory | 第39-41页 |
| 3．2．4．3 The Cognitive Reconstruction of Knowledge | 第41-45页 |
| 4 BRIDGING THE COMPREHENSION GAP THROUGH ASKING QUESTIONS | 第45-59页 |
| 4．1 Question Theory | 第45-50页 |
| 4．1．1 Sources of Questions | 第45-46页 |
| 4．1．2 Questions as a Basis for Learning | 第46-49页 |
| 4．1．3 Representations of the Questions | 第49-50页 |
| 4．2 Classroom Model of Question-based Interaction | 第50-59页 |
| 4．2．1 Pre-reading Activities | 第50-53页 |
| 4．2．1．1 The Two Purposes of Pre-reading Activities | 第50-51页 |
| 4．2．1．2 Activating the Students' Background Knowledge Through Asking Questions | 第51-52页 |
| 4．2．1．3 Establishing the Student's Purpose for Reading Through Asking Guide Questions | 第52-53页 |
| 4．2．2 While-reading Activities | 第53-58页 |
| 4．2．2．1 The First Reading About Two Important Speed-reading Techniques | 第53-54页 |
| 4．2．2．2 The Second Reading for the Solving of the Problems | 第54-55页 |
| 4．2．2．3 The Third Reading for Monitoring the Reading Process | 第55-58页 |
| 4．2．3 Post-reading Activities | 第58页 |
| 4．2．4 Three Advantages About This Model | 第58-59页 |
| 5 CONCLUSION | 第59-61页 |
| REFERENCES | 第61-64页 |
