An Experimental Study Of English Reading Strategies In Senior High

Language learning strategies (LLSs) are methods and ways consciously selected by language learners in word-guessing, word-remembering, grammar application and other language aspects to improve their language proficiency. The study was initiated by Rubin, Naiman, Frohich, Tedesco and other linguists in the 1970s. Up to date, the study has been concerned with: 1)strategies used by good learners; 2)differences in language learning strategies used by good and poor learners; 3)the correlation between learners' use of language leaning strategies and their language proficiency; 4)factors influencing language learners' strategy use; and 5)strategy training and its effects. Reading is the most important purpose and at the same time the most important means of language learning. Reading strategies refer to strategies (such as inferencing, deduction, concentrating on reading and other strategies)used by language learners aiming to improve their reading comprehension. Hence research on reading strategies is of great importance in language learning as well as in language teaching. The present study intends to investigate, from the perspectives of psychology, schema theory as well as L2 acquisition, reading strategies employed by the Chinese senior high school students while they read an English text. we try to find out if there are differences in reading strategy use between good and poor Chinese learners.The thesis consists of four chapters:Chapter One is a survey of research into L2 reading strategies. It firstly gives a brief introduction to the background of the researches concerning with this topic, then it proposes the research into L2 reading strategies abroad and in China. Chapter Two lays the theoretical foundation for the reading strategies research. In this part, it begins with the explanation of three reading models—bottom-up model, top-down model and interactive model, then analyzes reading strategies from the perspectives of psychology, schema theory and Krashen's input theory. In the end, some factors affecting the reading strategies choices are discussed.Chapter Three focuses on the present empirical research. In this part, firstly it introduces the purpose and the research questions of the study. Then, the research methodology, including the subjects, instruments and the procedures, is proposed. In the end, the study results and the data analysis are expatiated in detail.Chapter Four presents some practical ways to improve Chinese students'L2 reading strategies, and suggests that we can improve their L2 reading strategies through learner's beliefs, interest, motivation, affective factors and strategy training, etc.Conclusion concludes the whole paper and points out the limitations existing in the study and offers some suggestions for the future research.