Strategy-based Instruction In EFL Reading On Junior Sophomores Of English Majors In Normal University And Pedagogical Implications

In the past few decades, learning strategy has caused growing attention in linguistic arena both in China and abroad. It is gradually realized that learning strategy is one of the important factors influencing learning efficiency. The focus of language teaching has been switched from teaching-oriented to learner-and-learning-oriented method. A vast number of empirical researches in SLA indicate that strategy training plays a positive role in the acquisition of language skills.Reading is a main approach for learners to obtain language input. Cognitive psychologists maintain that reading comprehension is a process which involves constructive psychological activities. Among all the researches on both first and second language reading, researches on language teaching mainly focus on reading process, reading model and the application of reading strategies, which are critical factors that have influences on reading efficiency and even would affect the whole process of language learning.Of the preliminary curriculum set for English major in Chinese universities, English reading (Extensive Reading) has long been the compulsory course. However, there is a serious problem in the teaching of reading that teachers spend most of time on the explanation of language points, such as on vocabulary and grammar regulations, while the psychological activities of students in reading and the teaching of reading strategies are ignored. Even if reading strategies are involved in teaching, most of the class activities are about the classification and descriptions of strategies alone whereas whether students'reading ability has been improved substantively is paid insufficient attention to.The participants in this study involves 123 junior sophomores of English major in Taiyuan Normal University. According to their reading academic records of the previous semester, all the participants are divided into experimental class and controlled class, with 62 students in the former and 61 in the latter, and the two classes are instructed by the same teacher. In the first week of the experiment, pre-test and the questionnaire about language learning strategies are conducted in both two classes. Besides the common tasks, in the experimental class, reading strategy training was implemented for 14 weeks with 20 or 25 minutes each class to demonstrate what language learning strategy is and the significance of strategy training.In the process, the demo class, classroom activities, supplemental reading materials, interview and participants'reflection on the training are employed; while in controlled class, strategy training was not involved. In the week before the experiment ends, a post-test was done in both classes. Based on the data collected in the training, quantitative as well as qualitative analysis were carried out. By the software SPSS 17.0, the questionnaires of both two classes are analysed objectively and the differences in the pre-test and post-test between two classes are analysed by the means of T-test. With reference to the observation in class and the interview after class, conclusions are made as follows:(1) students in the experimental class begin to be aware of language learning strategy and to be self-monitored; (2) students'initiative in reading is enhanced; (3) the training of reading strategy contributes to the improvement of reading ability.The aim of reading strategy training is to provide some implications to English teaching:firstly, both the teachers of reading course and learners should pay special attention to the influence of learning strategies; secondly, the training of reading strategy should enhance leaners'awareness to apply various strategies.What is more, based on the analysis of interviews, further studies are needed to probe into the way how strategy training should be conducted.