The theories of second language reading has been widely followed in the foreign language teaching sector in China, and as a result there is enormous improvement in scientificity and technicality in English major’s reading courses. However, intellectuality of the reading courses on the other hand has been greatly weakened, and there has emerged a tendency to reduce the roles of the theories of the humanities for the purpose of technologizing and strategizing the reading. We argue that theories of the second language reading has marked limitations when they are used to as guiding principles of English major’s reading courses, because the theories target mostly the general stage of reading comprehension that involve chiefly the pre-university students. We call for introduction of theories of reading developed in the humanities to reading courses, promoting an integrated humanistic reading approach so as to make reading courses befit the standard of the tertiary education.