A Research On Cognitive Reading Strategies And Teaching Of English Reading For Non-english Majors

The research in the language learning strategies began abroad in the middle of 1970s when linguists came to pay attention to the characteristics and responsibilities taken on by the language learners in the learning process so as to find out the efficient and effective methods for the foreign language learning. The language learning process is by nature a cognitive process which involves perception of language, understanding and thought while the language learning strategies are the special thoughts, approaches or the specific techniques engaged in that process. So far, the linguists have conducted the in-depth researches on language learning strategies from different aspects, including their definition, classification, the process and result of their application and finally conclude that there is a positive impact of the language learning strategies in the language learning, and in particular they are helpful in mastering the four basic language skills: listening, speaking, reading and writing. Reading, as an important skill in the language learning, is also a cognitive activity, rather than a simple identification of those visual symbols or the mere shift from letter to sound. Reading is a two-way cognitive process, involving the text and mind. The language learners first recognize the visual signs in the text and then understand the meaning of the text. The latter task is the essence of reading comprehension, which is also the final purpose that the readers are supposed to achieve. In order to achieve the end, they must employ some special thoughts and certain approaches or techniques. To put them in a more academic term, they are strategies.The present paper, within the framework of one of the language learning strategies-cognitive strategies and the theories of the characteristics and nature of reading, intends to discuss the role and meaning of the cognitive reading strategies in the teaching of English reading. On the basis of an investigation about the use of cognitive reading strategies among the non-English majors as well as Oxford's strategy training procedures and ten items of cognitive reading strategies proposed by Anderson, the author puts forward a specific strategy-based reading instruction program for non-English majors. In order to proof-test the effectiveness of the instruction, the author also conducted a comparative experiment which finally shows the average reading score of the experimental class rises apparently compared with that before the SBI and it is also higher than that of control class. Therefore, the paper comes to a conclusion: the strategy-based instruction plays a positive role in raising the non-English majors' strategy awareness, deepening their understanding of reading and improving their reading proficiency.