1. 研究目的与意义（文献综述包含参考文献）

1. Introduction1.1 Research backgroundLanguage as one of the most important tools shapes the development of human society in many fields, like education and daily communication. The language we first procure since we were born is called the first language (L1). Apart from L1, other kinds of language we learn afterwards can be called the second language (L2). In the past decades, researchers have put forward numerous assumptions and well-established theoretical models of L1, whereas the research of L2 still has a long way to go. English, the most widespread-use language, is the L2 for majority of people in many parts of the world, especially in China. College students in China are asked to pass College English Test Band 4 and Band 6 (CET4 and CET6). And students from English major are required to pass Test for English Majors-Band 4 and Band8 (TEM4 and TEM8). From these text papers, we can discover that the scores of reading comprehension questions often take a large proportion, which means that examiners set a high standard for students English reading comprehension ability. Therefore, it is necessary for us to focus on English reading comprehension ability and go into the subject in depth. Based on existing research, three models of L2 reading comprehension ability are universally discussed. The first model is called Unitary View. The supporters of this model believe that L2 reading comprehension ability as a whole cannot be divided. The second model is called Bi-divisible View. This model signifies that L2 reading comprehension ability consists of understanding for basic words and other more complex reading comprehension ability. The third model is called Multi-divisible View. The champions of the third model think that more than two kinds of subordinate ability are included in reading comprehension ability. 1.2 Need of the study As I mentioned before, research of L2 is not complete compared to that of L1. So we still need to go into the subject in depth. Although scholars have established models of reading comprehension ability, the specific factors that influence students comprehension ability are waiting to be found. Whats more, existing research just focuses on theoretically analyzing the subject rather than practically making survey about it. From my point of view, the theory should be related with daily teaching activities and thus the relevant factors can be found. Actually, some researchers have discussed the relevant factors based on general students performance in the process of English reading. However, few of them study the subject targeted at students from English major. Compared to students from other majors, English major students are more typical and they are acknowledged to be superior in learning English. So it is meaningful to regard English major students as target audience. In conclusion, it really makes sense to do surveys about factors that influence English major students English reading comprehension ability.1.3 Research purposesOn the basis of the three models, Chinese scholars once did analytical research to prove that the second model attaches great significance to the guidance of English reading test. As I mentioned before, this model has two relevant components. One is called vocabulary or literal reading and the other one is called general language comprehension or inferential reading. One of the most popular branch models in Bi-divisible View is the Simple View of Reading that put forward by Gough and Tumen. The two researchers believe that reading comprehension ability can be divided into this two kinds of components: Decode procedure or vocabulary recognition ability and language comprehension ability. Vocabulary recognition, which helps students comprehend the meaning of words, is a process that transforms visual symbols into meaningful signs. Based on vocabulary comprehension, the language comprehension ability refers to how much students have learnt about the meaning of sentences or chapters after information integration and processing in their mind. Both of the two components play an indispensible role in successfully comprehending the text. To some extent, some scholars have confirmed the Bi-divisible view. Therefore, this paper is trying to delve into factors that influence English major students reading comprehension ability under the background of Bi-divisible view.2. Literature review2.1 The definition of reading comprehension abilityJohnston believes that reading comprehension is the result that comes from the interaction between readers and text. It is a process that readers extract information from text and procure cohesive meaning. Koda argues that reading comprehension neither can be simply regarded as unitary product nor a set of information produced by technical operation. It is a kind of product combined by this two process. Grabe tries to explain reading comprehension as two processes, one called lower-level process, the other higher-level process. The former one is a skill-oriented process that automatically deal with language, including vocabulary extraction, sentence construction, and memory stimulus. The later one is a process backed by background knowledge and inferential capability.2.1 The research methodThis paper aims to make use of questionnaires to survey relevant factors that influence English reading comprehension ability. Firstly, I will design questionnaires to survey the relevant information. There will be three kinds of questions in the questionnaires. One kind of questions is designed to assess students vocabulary recognition ability, including vocabulary size and the speed of lexical access. The second kind of questions aims to evaluate students language comprehension ability, including strategies used in reading, inference to authors intention. This two kinds of questions are based on the Bi-divisible view, and the third one tries to relate relevant factors with students themselves. For example, when confronted with long and difficult text, some students often give up reading halfway due to lack of perseverance. Also, it is common for students to come across cultural difference in the course of doing some English reading. Under these circumstances, students accumulation of background information plays a crucial role in helping them understand the theme of text. Therefore, the relevant factors mentioned above from the perspective of students themselves should also be taken into consideration.The respondents of the survey are 62 sophomores from English major in Nanjing Tech University. Those students all have a compulsory course called Extensive Reading which aims to cultivate students English reading comprehension ability. I will collect their grades of this course and find out the relevance between their grades and the factors listed on the questionnaires. After qualitative analysis of these statistics, conclusion about relevant factors will be reached.ReferencesAlderson, J. C. Testing reading comprehension skills (Part One). Reading in a Foreign Language, 1990(4): 425-438.Bachman, L. F. 阅读量表制定原则和方法，《外语界》，2017(05)：2-11。

翟子慧，运用语篇分析提高学生英语阅读能力，《教学与管理》,2012(09)：139-140。

2. 研究的基本内容、问题解决措施及方案

The specific research question is: What are the factors influencing English major students English reading comprehension ability. 1. Research subjectsThe respondents of the survey are 62 sophomores from English major in Nanjing Tech University. Those students all have a compulsory course called Extensive Reading which aims to cultivate students English reading comprehension ability. I will collect their grades of this course and find out the relevance between their grades and the factors listed on the questionnaires. After qualitative analysis of these statistics, conclusion about relevant factors will be reached.2. Research proceduresFirstly, I will design questionnaires to survey the relevant information. There will be three kinds of questions in the questionnaires. One kind of questions is designed to assess students vocabulary recognition ability, including vocabulary size and the speed of lexical access. The second kind of questions aims to evaluate students language comprehension ability, including strategies used in reading, inference to authors intention. This two kinds of questions are based on the Bi-divisible view, and the third one tries to relate relevant factors with students themselves. For example, when confronted with long and difficult text, some students often give up reading halfway due to lack of perseverance. Also, it is common for students to come across cultural difference in the course of doing some English reading. Under these circumstances, students accumulation of background information plays a crucial role in helping them understand the theme of text. Therefore, the relevant factors mentioned above from the perspective of students themselves should also be taken into consideration.