Academic journal article Studies in Literature and Language

A Discussion of Linguistic Factors Relating to English Reading for Chinese Mongolian Students

Academic journal article Studies in Literature and Language

A Discussion of Linguistic Factors Relating to English Reading for Chinese Mongolian Students

Article excerpt


The primary goal of this paper is to have a discussion about the main linguistic factors that have great influences on Chinese Mongolian students' reading ability. The paper firstly gives a brief introduction of the teaching objectives and patterns of English reading, and then the teacher makes a survey to find out the obstacles that students may encounter in linguistic respects such as vocabulary, grammar and discourse .After that, the teacher attempts to analyze the important parts these factors play by taking a few examples. In addition to this, the teacher also proposes some effective and suitable reading skills and strategies to help students deal with the problems in their reading process. In this way, the teacher aims at seeking out the appropriate reading methods for Chinese Mongolian students.

Key words: Reading; Vocabulary; Grammar; Discourse analysis; Chinese Mongolian students


Reading in any language is viewed as cognitively demanding, involving the coordination of attention, memory, perceptual processes, and comprehension processes ( Kern, 1989). Reading is described as a message-decoding process. Goodman (1967) sees reading as "a psycholinguistic guessing game. It involves an interactive between thought and language". "Efficient reading does not result from precise perception and identification of all elements, but with skills in selecting the fewest, most productive clues necessary to produce guess which are right the first time". Good readers recognize, and decode quickly and accurately, words, grammatical structures, and other linguistic features, and are unaware of the process as they engage in this. In other words, a fluent reader has a good knowledge of language structure and can recognize a wide range of vocabulary automatically (Hedge, 2002). The Chinese Mongolian students usually come across many obstacles in the reading process. Because many of them have poor English backgrounds, it is of primary importance for them to pay more attention to the language input to make an analysis of the passage from the perspective of linguistic factors such as vocabulary, grammar and discourse of an essay, which is a good way for them to accumulate language points and cultivate their critical thinking ability. According to the new curriculum objectives of college English reading, the teacher first makes an introduction of some frequently used patterns of reading process and then makes a survey to find out the barriers that students are likely to suffer from when they read a context. After that, the teacher initiates a discussion about the aspects of vocabulary, grammar and discourse in an attempt to illustrate the influences of linguistic factors to the reading comprehension. Finally, the teacher intends to propose some efficient teaching strategies to improve students' reading proficiency.

A.The Teaching Objectives of College English Reading

With more and more new theories and new technologies springing up, college English teaching is facing great challenges. The recent college English teaching handbook points out: It is of great importance to set up different levels and pluralistic teaching objective system aiming to satisfy students' individualized learning requirements. According to the College English Curriculum Requirements, students' reading comprehension ability are claimed to meet three levels.

On the first level, students should be able to do skimming and scanning. They are expected to choose appropriate reading strategies to understand different contexts related to one's daily life and work.

On the second level, students should have the ability to read texts of general topics. They are expected to understand the main clues, major facts and details when they read their relative professional documents.

On the third level, students are demanded to read English articles in newspapers and magazines published abroad and they should have no difficulty to read English literature relevant to their major field of study. …

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