An Investigative Study On English Reading Strategy Used By Senior High School Students

In the study of second language acquisition,the study of learning strategy occupies an important position and reading strategy remains a main part of the study of learning strategy.Over the past decades,a growing number of scholars have studied the use of language learning strategy.Compared with learning strategy,there are a few studies about reading strategy to date by scholars at home and abroad,especially on senior high school students’ reading strategy.It is,however,essential for high school students and English teachers to improve reading ability.Therefore,this study aims at investigating the situation of reading strategy used by senior high school students and exploring the influence of the application of English reading strategies on reading scores.Based on the theories of Constructivism Learning Theory,Schema Theory and There Reading Models,this study attempts the following questions:Question 1.What reading strategies do senior high school students use most frequently when reading?Question 2.Is there any relationship between the reading strategy categories used by senior high school students and reading scores? If so,what are the differences in reading strategies between high group students and low group students?The author randomly took 245 senior high school students from the 12 th grade of No.1Senior High School in Luliang City as the research subject and collected data and information by providing questionnaire of Survey of Reading Strategy,test,interview.The results are analyzed and discussed through SPSS 25.0 software.Findings of the study reveal that(1)Senior high school students are active strategy users.These are memory,cognitive,compensation,meta-cognitive,affective and social strategy,among students favored strategy is comprehensive strategy and their least-used strategy is affective strategy.(2)There is a positive significant correlation between the overall reading strategy use and the students reading scores,which indicates that enhancing the use of these strategies can to some extent helps students improve their reading scores.In addition,there are significant differences between reading strategy and reading proficiency students.More specifically,high level learners use more strategies than low level learners,which indicates that the more reading strategy in reading activities students apply,the better their reading scores of the text are.This paper further expands the research scope of reading strategy and provides certain basis for researchers to further study English reading strategy.The results obtained in this study will not only help to improve teaching effectiveness and quality,but also help to comprehensively cultivate the reading ability of senior high school students.