A Study On The Correlation Between Senior High School Students’ Cognitive Style And English Reading Strategies

With the rapid development of science,technology and economy in China,English,as the most widely used language in the world,plays an increasingly important role in our work and life.English reading is an important input way in language learning.For English learners,English reading is a basic skill and the basis for mastering other English skills.Therefore,the role of English reading in English learning can not be underestimated.The key to mastering English reading is to learn to read effectively.Effective reading can not be separated from the use of English reading strategies.However,in the current high school English reading teaching,there is a common phenomenon: teachers and students have paid a lot of time and effort in English reading,but the results are not satisfactory.Therefore,in order to change this phenomenon,teachers should help students learn to use reading strategies effectively,improve their ability of understanding of texts,and improve their reading efficiency and reading results.In addition,there are individual differences in the process of language learning.Therefore,in order to enhance the students’ ability of discourse comprehension,improve the reading efficiency and reading achievement,it is necessary to understand the individual differences of students.It is very important to explore the correlation between cognitive style and English Reading Strategies of senior high school students.This paper uses the methods of questionnaire and test to investigate 166 senior high school students.(1)What is the current situation of senior high school students’ cognitive style?(2)How do senior high school students use English reading strategies in general and in various dimensions?(3)Do senior high school students with different cognitive styles have differences in the use of English reading strategies and dimensions?(4)Is there a correlation between senior high school students’ cognitive style and English reading strategies? If so,what is the correlation?The results are as follows:(1)The field independent cognitive style accounts for a large proportion in senior high school students,while the field dependent cognitive style accounts for a small proportion in senior high school students.(2)High school students’ English reading strategy level is in the general level,and the frequency of using reading strategies in the reading process is low;in all dimensions of reading strategies,students are in the middle level.The most frequently used reading strategies are cognitive strategies,more meta-cognitive strategies and less social and emotional strategies.(3)In the process of reading,there are obvious differences between field independent students and field dependent students in the use of reading strategies.As a whole,the frequency of field independent students(3.131)is higher than that of field dependent students(2.919).From the different dimensions of reading strategies,field dependent students are better at using social and emotional strategies in the process of reading,while field independent students are better at using cognitive strategies and meta-cognitive strategies.(4)There is a low correlation between senior high school students’ cognitive style and reading strategies,and there is also a low correlation between cognitive style and different dimensions of reading strategies.Based on the above results,this paper proposes that,In the process of English reading teaching,teachers should fully understand the differences of students’ individual and cognitive styles,teach according to their aptitude,and teach them differently and individualized;and teachers should train students with targeted reading strategies to help them choose appropriate English reading strategies to improve their reading ability and reading achievement.