Reading is a complex process that enables readers to receive information from the writers. The reader identifies the symbols, from them understands the appropriate meaning of every single word in each sentence, and thereby comprehends the whole text to get the information from the author. Dubin, Eskey and Grabe (1986) illustrated that various definitions have attempted to explain what reading is and considerable research efforts recommended some methods for readers to increase their reading efficiency; nevertheless, we did not get a completely valid explanation for what reading process is. Carrell and Eisterhold (1983) indicated that reading is a process to receive new information to interact with internally activated knowledge. What we previously knew, how we allowed the text to develop, and how we refined the new knowledge will influence our capability to
understand a new text. Goodman (1967) emphasized that readers have to constantly form hypotheses, test predictions, and use their background knowledge of the world and of the language itself in order to construct meaning from the content. Clarke and Silberstein (1977) brought up that second language reading is an active process to comprehend text by utilizing the reader’s own background knowledge as well as applying appropriate strategies.
Mitchell (1892) identified reading is to construct a meaningful interpretation of the written
message basing on the information demonstrated by the writer. Hammadou (1991) demonstrated that reading comprehension involves the combination of the reader’s prior knowledge, language proficiency and metacognitive strategies. Cheng (1995) expressed that reading involved three categories of knowledge, including linguistic knowledge, rhetorical structure knowledge, and background knowledge. Basically, linguistic knowledge is a combination of both vocabulary and grammar knowledge. Rhetorical structure and background knowledge are related to schema theory. All three categories of knowledge were discussed in this study, with the addition of metacognitive knowledge as well.
Various definitions and descriptions were illustrated for reading. However,
Nambiar-Gopal (2005) mentioned that every single text has the same purpose - leading people to acquire new information from the author. This purpose is extremely significant in academic reading. 許蔚農 (2000) emphasized academic English learning is part of overall English learning. Academic English and general English should not be excessively
distinguished. The objective of academic English teaching is to lead students to use English not only in academic fields but also in daily lives. 吳庶任 (2004) stated that academic English learning, including academic reading, involves the development of both language ability and professional skills. However, Uso-Juan (2006) emphasized that academic texts are hard to be understood effectively. Shih (1992) expressed that the new and unfamiliar information in academic content is the main difficulty to readers. According
to Li and Mundy (1996), readers should utilize a series of metacognitive strategies to comprehend academic texts, which is a very deliberate, demanding, and complex process.
Every text, academic or otherwise, was subjectively demonstrated by its author.
Academic writers had their own individual viewpoints related to the topics they write about and they gave critiques on previous literature to illustrate their personal thinking on the subject. Even though researchers had their own individual opinions on various issues, they were still required to follow the regular systems and forms to illustrate their
viewpoints on academic texts. These regular styles, like APA style, required writers to demonstrate their thinking and research clearly and orderly. A thesis writer had to introduce his/her study abstractly; then they would mention related studies that they had reviewed before the actual writing of their study had begun. Next, they would show the results and form an appropriate conclusion. Readers could get the writer’s references and appendices in the final pages. Thus, one reader who was familiar with this formal schema could get the information he/she needed according to the order. On the other hand, one reader who did not know the formal schema of academic reading might fail to get the important or necessary information after reading the entire contents in detail.
鄭景庭and 張晴芳 (2005) investigated the difficulties that non-English major graduates might encounter. They collected data for their study through surveys and
interviews. The results showed that a deficiency of vocabulary and grammatical knowledge
were the primary factors that led to difficulties in reading academic English materials. 徐 憶萍 and 陳詩雯 (2005) conducted a similar study. Instead, they had undergraduates as their subjects. This study indicated that a lack of prior knowledge on the subject was the key factor that triggered comprehension problems for undergraduates. This study suggested extensive reading to train the reader’s reading proficiency.
Li and Mundy (1996) brought up that some strategies students applied to ESL academic reading were transferred from their native language reading strategies, such as the strategies related to background knowledge application. They also found that some strategies learned in English classes might not be adequate or applicable for L2 academic reading. Thus, they suggested that instructors should encourage students to employ a wide range of different reading strategies when reading various different materials.