Psychological mechanism of english learners in reading comprehension

Abstract

The traditional teaching mode of English reading emphasizes vocabulary and grammar over the psychological mechanism of learners, making it difficult to improve their English reading skills. This paper mainly explores the psychological mechanism of English learners in reading comprehension, aiming to optimize their learning strategies and thinking mode. The psychological mechanism was theoretically analyzed in the three stages of English reading, namely, pre-reading, while-reading and post-reading. Then, a three-stage teaching model was established and applied to a contrastive experiment on non-English majors in a university of Guangzhou, China. The students in the experimental group were taught English reading using the three-stage model while those in the control group were taught by the traditional teaching model. The psychological state of the students in English reading was measured by a questionnaire survey, a pre-test and a post-test. The results show that the three-stage teaching model has a positive effect on the psychological mechanism of college students in English reading. The research findings promote the application of cognitive psychology in English reading teaching.