A Study On The Cognitive Characteristics And Influencing Factors Of The Development Of Junior Middle School English Majors

Nowadays, reading is one of the essential skills in our study, work, and life. With the gradual development of new curriculum’s reform in compulsory education and the rise of English learning boom, students are paid attention to their reading ability of English as a second language. Cultivating English reading ability is one of the most important objectives in English language teaching. In recent years, it is confirmed that the development of reading ability not only relies on the general cognitive processing, but also characteristics of the language by a large number of studies about phonetic reading in western countries. As for native Chinese learners, what factors do affect the development of English as a second language reading? What cognitive characteristics do learners in different levels have during the reading? This study based on junior high school students will explore the above questions which stem form the three following researches.Research1analyzes comparatively cognitive characteristics among English learners with different levels in Chinese and English reading tests. It found that English learners with good achievements (EG) develop well in all aspects of cognitive skills, while English learners with disabilities (ED) have low marks in morphological awareness test in Chinese reading. And in English reading, EG group develops favorably in all aspects of cognitive skills, and ED group has low achievements in word decoding and morphological awareness tests.Research2concerns cross-language studies on word decoding, morphological awareness, working memory, reading comprehension among English learners with different levels in Chinese and English reading tests. It found that there exists consistence of cross-language in morphological awareness and working memory among ED group, while exists cross-language differences in word decoding. And the same time, there exists cross-language symbiosis among ED group who have reading difficulties.Research3analyzes relationships affect the learner’s cognitive skills in English reading and English reading comprehension. It found that English morphological awareness skill is the key factor predicting learners’ reading comprehension ability, and together with English word decoding and working memory skill affect learners’ English reading development markedly, all Chinese cognitive skill have little influence on English reading comprehension. It is likely that learners’English reading and Chinese reading develop separately.