Psychological cognition and its formation mechanism in english reading comprehension

Abstract

The mastery of a foreign language is very helpful to college students. This paper aims to clarify the psychological cognition and its formation mechanism in English reading comprehension. First, a questionnaire survey was carried out in ten universities of both liberal arts and science in Zhejiang Province, China. The survey data were analysed systematically, in the light of the grade, gender and other factors of the respondents. The results show that college students of different grades differ greatly in psychological cognition of English reading comprehension; the cognition level gradually decreases from grade 1 to grade 3 and rebounds in grade 4 under the employment pressure; the English score of college students is positively correlated with the level of psychological cognition; during English reading comprehension, there are certain differences in psychological cognition between males and females, and the cognitive level of liberal art students is higher than that of science students. The research findings throw new lights on the relationship between foreign language learning and psychological cognition.