An Empirical Study Of The Use Of Reading Strategies By Two Different Groups Of College Students

With the acceleration of national higher education reform, rapid enlargement of enrollment has been a tendency of almost all universities. Accordingly, college education has become available for more and more students of different learning experiences and backgrounds, among which those from vocational school have constituted a significant proportion. In terms of college English teaching, the differences between students with different English learning experiences, to be more specific, between the group of students with vocational education background and the group of students with normal second high school education, appear to be more and more evident. This has also become a big pressure for English teachers concerned. Therefore, how to help the group of learners with vocational education background to meet the national requirements of English language teaching (for example, CET-4, 6) has become increasingly a big challenge facing the English educators of some universities. Taking this situation into account, the author finds it worthwhile to make a systematic analysis of the differences between these two groups students' use of reading strategies in the hope of providing useful suggestion for teaching effectiveness and hence the improvement of English language teaching quality.On the other hand, reading is generally regarded as the primary language skill that English learners should acquire. At present, the reading strategy research has attracted a lot of attention in the field of second language learning strategy research. It has been found that the strategies which readers use when they interact with printed information play an important role in reading comprehension in both first and second language...