An Empirical Study Of Reading Strategies Training On Non-english Majors' Fast Reading Teaching

English reading ability is the key component of English proficiency, and fast reading is an essential branch of reading, which requires readers to grasp as much information as possible in a certain time; and it not only attaches importance to readers' understanding, but also emphasizes reading speed. Meanwhile,learning strategy is regarded as an efficient language learning tool. Therefore, cultivating students' reading ability effectively and going on fast reading strategy training scientifically are one of the focuses of college English teaching research. In recent years, many language researchers treat reading strategies as their main research object to discuss the influence of reading strategies training on reading achievement, and they find that readers who effectively master and frequently use reading strategies behave better than those who are lack of knowledge of reading strategies in reading comprehension. The main objective of this study is to investigate the effectiveness of reading strategies training on non-English majors' fast reading teaching.Eighty-five freshmen, who came from two parallel classes majoring in Chinese language and literature and studying in Northwest Normal University, were chosen as subjects for this research. The two classes were randomly classified as the experimental class and the control class. This study lasted for 14 weeks from September 2015 to December 2015. In the control class, the teacher used the traditional reading teaching approach; while the experimental class went on strategies-based instruction model. Instruments in this study mainly adopted fast reading tests of CET-4(June, 2011; December, 2011; June, 2012; June 2013),the fast reading strategies questionnaire, the fast reading plan and the fast reading activity evaluation table.Main findings of the present study are as follows:1. After reading strategies training, the experimental class' frequency of overall reading strategies use has improved a lot, especially that the use of meta-cognitive and cognitive strategies improves significantly.Although the frequency of social/affective strategies use increases, the result is not significant.2. After 14-weeks reading strategies training, compared with the control class' s post-test, the experimental class' s fast reading achievement improves significantly; the experimental class' reading speed increases, but the consequence is not significant.3. The experimental class' high-level, intermediate-level and low-level students have differences in using strategies after training. High-level students use meta-cognitive and cognitive strategies with high frequency; intermediate-level students highly frequently use cognitive strategies; and low-level students use three types of strategies with medium frequency. For overall reading strategies, high-level students aremore frequent than intermediate-level students in using these strategies, but the result is not significant;intermediate-level students are more frequent than low-level students' these strategies use, but the result is not significant; high-level students are more frequent than low-level students' overall reading strategies use and the consequence is significant.According to these results, the researcher made conclusion for this paper, discussed implications for future fast reading teaching, pointed out some limitations and put forward suggestions for further research.