| For the last twenty to thirty years, much of the focus in the field of second language learning and teaching has shifted from instructional methods to learner characteristics. This shift of emphasis has given way to a move from teacher-centered to learner-centered instruction, which has encouraged teachers and researchers to focus on language learning strategies. In China, there have been a few researchers who have made some research on the ESL/EFL learning strategies, but fewer on the research of learning strategies used by those who take Chinese as their second language or foreign language. There are even fewer researches on the learning strategy transfer, not to mention the researches on reading strategy transfer from Chinese to English.This study aims to investigate the influence of Chinese college students' first language reading strategies on their second language reading strategies and, based on this information, the author hopes to provide some suggestions for the increasingly learner-centered second language instruction.Firstly, this paper introduces the background and development of language-learning-strategy research around the world; reviews the literature concerning language learning strategies and more specifically, the reading strategies transfer; and defines some pairs of terms which are likely to be used ambiguously. Moreover, it points out the reason why the influence of first language (L1) reading strategy use on second language (L2) reading strategy use should be studied in China.The present study attempts to answer the following questions: 1) What kind of L1 Chinese reading strategies do the good and poor readers of English use respectively? 2) What kind of L2 English reading strategies are used by the good and poor readers of English respectively? 3) What are the relationship between L1 Chinese reading strategies and L2 English reading strategies? Is there a transfer from the former to the latter? To what extent does the transfer occur?... |
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