An Investigation Research On English Reading Strategies Applied By Senior High School Students

With the development of political pattern and economic globalization,English is becoming more and more important.English,as a kind of world language,is an indispensable tool for people to acquire all kinds of information.Therefore,it is crucial for students to master English reading strategy and enhance reading efficiency.In addition,the New English Curriculum Standard also makes clear requirements for senior high school students' application of learning strategies.In this research,eighty students of Grade Two in No.2 Senior High School in Jinzhou City,Liaoning Province are chosen randomly as research subjects.This research is designed to study and address the three research questions as following:1.What kind of English reading strategies do senior high school students tend to use,cognitive strategies,meta-cognitive strategies or social/affective strategies?2.Is there any correlation between the subjects' strategy use and their English reading proficiency level?3.What are the differences between high score readers and low score readers in the use of reading strategies? For the same category of reading strategies,are there any significant differences between high score readers and low score readers?The research instruments in this study include a reading strategy questionnaire,an individual interview,and a reading test as well as SPSS.All the data collected was analyzed by the means of SPSS 19.0.Besides,Pearson correlation analysis method and independent samples t-test is also adopted to analyze the data.According to the research results,the major findings can be summarized as follows:1.The senior high school students use reading strategies at a medium frequency level.Cognitive strategies are the most frequently used reading strategies,and followed by meta-cognitive.The least frequently used strategies are social/affective strategies.2.There are strong corrections between the participants' reading strategies application and their reading proficiency level.3.There are some differences in the use of cognitive,meta-cognitive and social/affective strategies between high score students and low score students.This research is of great significance in terms of the enlightenment of the further research on English reading learning and teaching.In the final part of this thesis,based on the research findings,pedagogical implications are discussed and some suggestions on further research are also proposed.