An Investigation On The Instruction Of English Reading Strategies In Senior Schools

English Curriculum Standards for General Senior High Schools(2017 edition)(Ministry of education,2020)emphasizes the importance of cultivating students’ learning strategies which are explicitly marked in the new textbooks(2019 PEP version).What’s more,to cultivate good English reading comprehension is a significant aim in the English educational field.The thesis combines the theory of reading comprehension and strategic instruction to investigate and analyze reading strategy instruction in natural classes in a senior middle school.Previous studies on reading strategies focus more on the empirical study of strategy training among college students and middle school students.The results of these studies show that the use of reading strategies can promote English reading comprehension,but students lack sufficient awareness of using reading strategies.In view of this phenomenon,this paper aims to investigate English reading strategy instruction in senior high school in order to find out the actual situation of reading strategy instruction in natural classroom,including the characteristics and existing problems of reading strategy instruction,and further explore pedagogical implications of English reading strategy instruction in senior schools.The thesis intends to answer the following questions: 1)What reading strategies do teachers often teach regularly? 2)What model of reading strategy instruction is adopted by teachers in reading class: explicit strategy instruction or implicit strategy instruction? 3)What is students’ acceptance of reading strategy instruction? As a school-based research,this thesis takes Senior one teachers and students in Jinshan Middle School in Chaozhou,Guangdong as the research subjects.A total of 219 students and 23 teachers participated in the questionnaire survey.Four classes were chosen to carry out the classroom observation and the teacher giving the class and one student from each class were invited to do the interview after class.Then,SPSS 20.0is used to analyze the results of the questionnaires,in order to find out the evaluation of students and teachers on the application of students’ reading strategies and the instruction of reading strategies,and make a correlation comparison to find out the students’ acceptance of the instruction of reading strategies.And meanwhile the analysis of the types of reading strategies that teachers often teach was done.Then,classroom observation and interview were transcribed,and the grounded theory was used to analyze.The purpose is to find out the actual operation of reading strategy instruction and the feedback of students and teachers on reading strategy instruction from the most real classroom.The results of the questionnaires show that except meta-cognitive strategies,the other 5 strategies,including cognitive strategies,compensation strategies,test taking strategies and memory strategies are highly valued.From the data of classroom observation and real-time interviews,teachers use both explicit and implicit strategy instruction in class.The results of questionnaires,classroom observations and real-time interviews show that there is a significant positive correlation between students’ and teachers’ evaluation of reading strategy instruction.Students’ comments of reading strategy instruction methods and reading strategies used in class is consistent with teachers’ view,which shows that students have a positive attitude towards reading strategy instruction.On this basis,this thesis presents some pedagogical implications of English reading strategy instruction for senior schools to promote highly effective classes in senior school and provide references for the study of English reading instruction.