A Study Of Learning Strategy Cultivation In English Reading Compreension Teaching

Knowing how to learn is a necessity for everyone. It has been widely acknowledged that English learning will not reach its desired goal without good learning strategies. Thus, cultivating the students' learning strategies has been included in the National English Curriculum Standard for General Middle School. Teaching students how to learn and helping them improve their own effective learning strategies are the two most important missions and objectives for all language teachers.In the first chapter, some information that the paper is based on is brought out as well as the significance of the paper. The second chapter paper brings about some theoretical works on learning strategies and learning strategy training both home and abroad, which makes up the basis for the study. The literature review falls into the following four parts: the definition of learning strategies, the difference between learning strategies and other concepts on learning, the further clarification of language learning strategies and its categories, and studies on training language learning strategies. The third chapter takes Qingyun Experimental Middle School in Wujiang as a sample. After a practical survey on English learning strategies of general high school students, it is discovered that the application of learning strategies in English learning is extremely poor and limited, especially the use of informative and communicative strategies. So, the cultivation of learning strategies is very important and necessary for senior students. The next chapter studies the application of learning strategies, using relevant learning strategies in doing English comprehension exercises. Based on the collection and analysis of the data after one term's experiment, it is concluded that the Strategies-based Instruction (SBI) does affect high school students' reading efficiency positively .In the last chapter, this thesis intends to provide valuable and practical advice for high school English teachers, that is, before teaching reading comprehension, teachers should find out their students' real level of English reading strategies and accordingly design their teaching plans; during the course of teaching, teachers need to equip their students with an overall view of reading strategies and at the same time emphasize their effective use .Last but not least, some limitations of this experiment are dwelt upon. There are some unresolved questions that still need to be answered, for example, to what extent learning strategies on English comprehension can affect students of different age-groups and of different levels of learning ability.It is hoped that this paper will be of some help to the belated researchers, and it will in some way benefit English teaching and learning, and curriculum design as well.