Effects Of English Reading Strategy Training On Senior One Students

Reading is one of the most important ways for learning language. Learners can extract language knowledge and language skills from reading material, and then promote students’ ability of reading comprehension through internalization and transformation. So learning English must break through English reading difficulties. However, English reading ability for Chinese students is very weak, although our country has committed a great deal of manpower and material resources to English teaching, but the effect is still not obvious. This brings great challenges to the teachers.For the general situation of English reading teaching in China, most teachers cannot realize the importance of English reading strategy and take traditional teaching method all the time. The traditional teaching method gradually cannot meet the development of the modern education. Besides, it has many deficiencies. Therefore, it is very important to change teaching concept and improve the popularization of new method of English reading. Especially since 1970 s, learning strategies are becoming increasing important, and researchers in growing number tend to focus on reading strategies and strategy training. However, the researches on truly applying reading strategy into English reading teaching of senior one students are very little, so it is very necessary to carry out the research on English reading strategies. In order to make up for the drawbacks of traditional teaching method, this thesis makes a comparison between traditional teaching method and reading strategies training by using relevant theory of reading strategies and strategy training. This paper puts forward the following questions:(1) What are the English reading strategies frequently used by senior one students?(2) How are reading strategies classified and what are they?(3) What effects may strategy training have on students’ reading comprehension ?This research mainly involves the part of the reading strategies: meta-cognitive strategies, cognitive strategies and social/affective strategies. The subjects consist of two different classes with 87 students, senior one at Huaiyang No.1 Senior Middle School. The author teaches experimental class(EC) with 41 students, and control class(CC) with 43 students is taught by another teacher. Author adopt quantitative and qualitative method. According to the analysis of pre-test, English reading level of two classes is roughly in the same level. This thesis makes reasonable plan for reading strategy training according to students’ real levels and teaching objectives, and author uses reading strategy to train EC for a semester, while other teachers apply traditional teaching method into CC. After training, the author collects and analyzes the reading comprehension score and the reading strategy questionnaire in EC before and after training, and make comparison on reading comprehension score and the questionnaire between EC and CC. Reading comprehension scores and questionnaire are analyzed through software SPSS17.0, and the results show that:(1) Senior one high school students infrequently use the reading strategies;(2) This thesis clearly divides reading strategies training into several parts and how to implement;(3) Reading strategy training can promote students’ reading comprehension ability.The above experimental results show: Reading strategy training can effectively promote the English reading ability of senior one students and the effectiveness and validity of the training is proved by experiment. It provides good reference and suggestions to English teaching in the future.