The Influence Of Autonomous Reading Strategies On English Reading Achievement Among Secondary Vocational Students

Autonomous learning is becoming a heated topic in educational research. It is not only a form of effective learning, but also an aim of teaching. The autonomous reading strategies’ training is consistent with the need of the school curriculum reform in China. And English reading is another important aim in English studying. But, traditional teaching and learning patterns lead to the inefficiency in English reading, which becomes drawbacks preventing English reading teaching from development. Besides, traditional teaching methods suppress the learning interests of the students. The lack of study strategies stops the students from making progress in their study too. Although many educators have researched the problems in theories and practice, most of them focus on the primary school and high school, and pay little attention to the secondary vocational school.Thus, in view of the above problems, this paper studies the influence of autonomous reading strategies(ARSs)on English reading achievements among secondary vocational students. Specifically, the following questions will be studied. First, what are the current situations of using autonomous reading strategies among vocational students? Second, will the training on autonomous reading strategies improve students’ use of autonomous reading strategies? Third, what will be the influence of autonomous reading strategies training on reading achievements? Fourth, how will the autonomous reading strategies influence reading achievement and using autonomous reading strategies of vocational students with different English reading levels? Last, what are the differences between males and females in using autonomous reading strategies and reading achievements among vocational students?The author uses the survey, teaching experiment and interview to analyze the influence of autonomous reading strategies on secondary vocational school students’ reading achievement.The findings from the descriptive analysis reveals that the situation in using autonomous reading strategies among vocational school was not satisfying; The training on autonomous reading strategies increased students’ using autonomous reading strategies in experimental class by independent sample T-test and pair sample T-test test; Autonomous reading strategies training improved the reading achievements of the students in experimental class; Autonomous reading strategies have different degrees of impact on the reading achievement and using autonomous reading strategies of vocational students with different reading levels(high level, medium level and low level). For high and low level students, the resource-based strategies have achieved most obvious improvements; for medium level students, the data show that the meta-cognitive strategies are best. There are differences between females and males in using autonomous reading strategies and reading achievements by comparative methods. The males prefer to use the resource-based strategies and the females are inclined to use meta-cognitive strategies.Finally, the thesis reaches the conclusions, and offers some suggestions about how to teach and learn to use autonomous reading strategies. The author hopes that this study can give a hand to the teaching of English reading in vocational schools.