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【Abstract】The research mainly aimed to find out that whether students who had access to large amounts of English fiction and non-fiction texts such as English novel， science books or newspapers would get higher results in English exams than other learners. In addition， the research tried to figure out what kinds of English fiction and non-fiction texts enjoy tremendous popularity among English language learners. Questionnaire and interview were used to collect data. A total of 62 students in the third grade in English major of Anhui Agriculture University in China were involved in the questionnaire research. The TEM 4 English national test was used to judge students’English level.
【Key words】English fiction； non-fiction； predicts； English language
【作者簡介】王悠然（1989.7-），女，汉族，安徽合肥人，安徽经济管理学院，硕士研究生，助教，研究方向：教学法。
1. Research background
As English grows popular around the world， whether reading more English materials does a great deal to help language learning raises a lot of discussions. Harry and Edith （1991） demonstrate that of a large number of background factors of which make a contribution to success in language learning， the extent of active exposure to reading is foremost. Since a number of studies have shown that the second language learning process depends on activating contextual background， it might be possible that reading English fiction and non-fiction texts serves English language learners’ needs of acquiring more knowledge about western culture in order to enlarge their background information.
2. Frame of research
Main research questions
This research is designed to figure out the following questions：
（1）How much English fiction and non-fiction have English major students in China been exposed to？
（2）Is it true that students who are more familiar with English fiction and non-fiction texts tend to get better results in English language tests？
（3）What kind of English fiction and non-fiction texts enjoy tremendous popularity among students and why？
3. Participants
The research is conducted in the English department of a foreign language school in Anhui Agriculture University in China. This is a comprehensive university and is not considered to be a ‘top’ university. In other words， it represents the common or average English learning situation in English major students in China. Students are on the same level when they enter into the English department. A total of 75 students in third grade are involved in this research. They are chosen as the focus group because they receive national English test results in 2012. The test is designed for students who specialize in English and is called TEM 4. However， since the research is conducted in one university， the result will have some limitations. In addition， it suggests that there are only 6 male participants in this research. 4. the Definition of English fiction and non-fiction
Since English language learning becomes more and more popular in China， there is no shortage of attention to be paid to English learning materials. It is widely accepted fact that a high level of exposure to English texts is clearly an advantage for students of English to be highly literate in the language. （Claridge， 2012， p1） There are two kinds of text： non-fiction and fiction. The fiction includes a large subclass of invented stories. （Olsen
【Key words】English fiction； non-fiction； predicts； English language
【作者簡介】王悠然（1989.7-），女，汉族，安徽合肥人，安徽经济管理学院，硕士研究生，助教，研究方向：教学法。
1. Research background
As English grows popular around the world， whether reading more English materials does a great deal to help language learning raises a lot of discussions. Harry and Edith （1991） demonstrate that of a large number of background factors of which make a contribution to success in language learning， the extent of active exposure to reading is foremost. Since a number of studies have shown that the second language learning process depends on activating contextual background， it might be possible that reading English fiction and non-fiction texts serves English language learners’ needs of acquiring more knowledge about western culture in order to enlarge their background information.
2. Frame of research
Main research questions
This research is designed to figure out the following questions：
（1）How much English fiction and non-fiction have English major students in China been exposed to？
（2）Is it true that students who are more familiar with English fiction and non-fiction texts tend to get better results in English language tests？
（3）What kind of English fiction and non-fiction texts enjoy tremendous popularity among students and why？
3. Participants
The research is conducted in the English department of a foreign language school in Anhui Agriculture University in China. This is a comprehensive university and is not considered to be a ‘top’ university. In other words， it represents the common or average English learning situation in English major students in China. Students are on the same level when they enter into the English department. A total of 75 students in third grade are involved in this research. They are chosen as the focus group because they receive national English test results in 2012. The test is designed for students who specialize in English and is called TEM 4. However， since the research is conducted in one university， the result will have some limitations. In addition， it suggests that there are only 6 male participants in this research. 4. the Definition of English fiction and non-fiction
Since English language learning becomes more and more popular in China， there is no shortage of attention to be paid to English learning materials. It is widely accepted fact that a high level of exposure to English texts is clearly an advantage for students of English to be highly literate in the language. （Claridge， 2012， p1） There are two kinds of text： non-fiction and fiction. The fiction includes a large subclass of invented stories. （Olsen