An Empirical Study Of Reading Strategies In N1 Reading

Since the 1970s,many achievements have been made in the field of second language e ducation,both in theory and in teaching practice.However,throughout the Educational circl e of Japanese in China,there are few studies on reading strategies targeting Chinese Japanes e learners.As the most authoritative test,The Japanese Proficiency Test is widely valued.In recent years,the number of applicants has increased year by year.This study used the voc al thinking method to explore the relationship between the use of reading strategies and read ing ability of middle-and upper-level Japanese learners.Through the correlation coefficient of multiple regression,it is found that(1)The more the Japanese language learners use the global strategy and the support strategy,the higher the reading comprehension score.The use of global strategies and reading compr ehension scores are biased,and there is a strong correlation between support strategies and r eading comprehension scores(2)the more global language learners use global strategies,the lower the reading scores ma y be.In addition,the higher the frequency of using problem-solving strategy by intermediat e Japanese learners,the higher the reading score will be(3)as to the supportive strategy,the progressive saliency level of the upper Japanese learne rs and intermediate Japanese learners is.011,less than.05 There are intentional differences.This study further analyzes the reasons that lead to the differences in reading strategies of m iddle and upper level learners and discusses some implications for the future teaching metho ds of Japanese reading(4)There are great differences in the reading strategies used by Japanese learners at middle and upper levels.According to their differences,some constructive Suggestions can be put forward in the teaching of Japanese reading.