2。 Literature Review

This chapter focuses on the previous research related to reading and question types。It summaries the three stages of reading and different classification of question types。

2。1 Studies on Reading 

Haoyu (2005:17) and Ban Deyuan & Cao Yufeng stated that one of the most effective way to improve reading is to teach in three stages: pre-reading, while-reading and post-reading。 In addition, each stage has a different goal and requires different strategies。 During the reading class, teacher questioning plays a significant role。 Appropriate questions can not only stimulate their interest and motivation of reading the passage but also help them apply what they have learned into practice。文献综述

A。 Pre-reading stage

Pre-reading, according to the Longman Dictionary, refers to the tasks we do before reading a text in detail。 In this stage, Hao Yu (2005:17) proposed that the skills of anticipation should be enhanced。 Students should be taught to make predictions based on the existing clues and information。 Besides, background knowledge should be imparted and purpose established, said Ban Deyuan & Cao Yufeng (2006:124)。 Sometimes, previewing the text to build expectations is also applied。 And also skimming and scanning are the most commonly used strategies to achieve this goal。

B。 While-reading stage

While-reading means the process of reading the text very carefully。 In this stage, teachers should help students to make clear of the content, structure, rhetorical devices of the whole text。 The role of teacher in this stage, according to Ban Deyuan & Cao Yufeng (2006:124), is a guider。 students should be guided to understand the text thoroughly and figure out author’s purpose and intention。