On English Strategies Training Of Senior Two In Long Dong Middle School

Since 1970s, the researchers in the field of foreign language education have done a lot of researches on English learning strategies. The result showed that the way of English learning and the learning effect have not only been remarkably improved, but also the burden of learning has been reduced. Furthermore, the development of learning strategies can help learners form their ability of autonomous learning ability. Reading plays an important role in English learning, with the development of modern cognitive theories, researchers changed their attentions from the reading result to the reading process.The thesis based on the cognitive theory of reading, focus on learning strategies training ( meta-cognitive strategies and cognitive strategies), undertakes an empirical study on reading strategies training, hoping to find out if the students' reading strategies training can improve their ability of English learning and provide valuable data for teachers and researchers. reviewed and summed up past studies, and then presented the theoretical foundation on English reading strategies training and different training models, especially takes Cohen's model of strategies-based instruction as the training model in this experiment. We choose one class of senior two in Long Dong middle school in Qin Cheng county as the experimental class, after two semesters, the experiment showed the good result of reading strategies training, the knowledge of reading strategies of students enrichened greatly and the learners' plan, monitor, the select of method, feedback and evaluation had been improved remarkably in the experimental class. The mean of reading idea and the frequency of using reading strategies in the experimental class is high than the control class; the general English level and English reading level of the experimental class are improved greatly than the control class after training.The experiment also showed that the English reading strategies training is not systematic and it is hard to suit the training to all kinds of cognitive styles. But this offered us certain models and rules to follow in future study.The thesis consists of six chapters. Chapter One states the purpose and the significance of the thesis. Chapter Two reviews the development history of reading strategies training and presents some relating research in this field at home and abroad. Chapter Three introduces the theories employed in this study, including a cognitive view of reading, factors affecting the use of strategies. Chapter Fourconcerns the procedure of the study, including design of the training program, contents of reading strategies training, procedures of the research and procedures of data collection and treatment. Chapter Five provides the way data are collected and the result analyses dare carried out. In chapter six, the conclusions are reached based on the experiment and the findings of data analysis. And its limitation and implication for further study are also given.