高中英语阅读策略研究 64页

‘、＇－＊－＞’＇：？１０６３６．Ｈ３１５．９．／分类号：式单位代桓；．＿尸：爸弓气Ｖ左护．＾＾、＇、密级：学号：Ｊ２０１３０６０２６、－－－－＇。＇．別媒約片Ｃ、＞巧“Ｉ辞範乂麥琴弓痴专业学位硕±论文意爲臟鱗囊ｉ漫）譚携震一＇．■．播’“占，＇Ｖ－？一—．．：ｒ，；？讀：Ｋ＇＿：冲文论文题目：高中英语阅读繁略研究＊＾ＡＡ－文论文题目ｓｔｕｄｙｏｆＥｎｇｌｉｓｈＲｅａｄｉｎｇＳｔ口化ｇｉｅｓＩｎｓｔｒｕｃｔｉｏｎ：矣英’表、＾‘‘－￣争：＇ｖ．备＇ｔ；三Ａ－＂奇－＾搭ｉｎＳｅｎｉｏｒＨｉｇｈＳｃｈｏｏｌ、若墨＾处誇心－碧舉：＾＇：１论文作者Ｖ．／指导教师：？＃？，’＇？．＇＞二？，专业学位类别矣１疗：教育硕击．分￣方．今Ａ：＾－，＇’一—；■＞．＇＇疋斗，，？如户、。＇．一■二＊？，■专业领撒．．Ｃ英语学科教学．巧＼、＂＊．？＾＂＊＊＂、、、－？－、Ｖ、－＊论文形式；应用研究．寺节卡节争一占．．’巧巧六巧、六／－－所在学院；‘＿木外国语学院－＾祭／苗：’＂一■论文提交Ｖ日期；２０１５年９月化曰Ｖ＇？＇．占论文答辩日期：２０巧年１１月２６日知令如梦人聲考安、典紫巧結．户瓣争；＃嗦砖心．纖\n\n\n高中英语阅读策略研究英语学科教学硕士研究生：指导教师：摘要：英语阅读是学生学习英语语言的一种重要手段，英语教师将培养学生的英语阅读能力作为重要的研究课题，英语阅读策略在阅读中起着关键性的作用。清楚地了解学生使用阅读策略和教师对阅读策略的教学情况成为研究的必需。本次研究使用O’Malley和Chamot的策略分类并结合《普通高中英语课程标准》（2003）的要求，制作问卷以调查成都市通锦中学高三年级100名学生的英语阅读策略使用情况和本校15名高中教师的英语阅读策略教学情况。通过统计软件SPSS18.0计算出各项策略的平均值和标准差，分析出学生使用和教师教学策略的总体情况和差异所在，对10名学生和5名教师进行小组访谈，得出影响师生差异的主要因素。本论文的主要调查结论为：一、高中生整体使用英语阅读策略的频率为“有时使用”，各项策略使用频率得分略高于平均分，学生使用最多的是认知策略。二、高中老师整体进行英语阅读策略培训的频率为“经常训练”，各项策略教学频率较高，教师训练最多的是社会情感策略。三、学生使用策略频率不高而教师训练策略频率较高，影响其差异的主要因素为：教师主要采用隐性阅读策略教学，少有显性的阅读策略教学和系统的训练巩固；教师的阅读策略训练形式相对单一，阅读课语法词汇知识讲解颇多。学生对英语的重视程度不够，投入时间太少，阅读策略缺乏系统学习和巩固等。结合调查结论，本文提出教学建议为高中英语阅读教学提供了参考：第一，教师要重视多维度的英语阅读策略教学。第二，教师要补充系统的显性阅读策略教学。第三，学生要加大课外阅读量，加强阅读策略的使用，以提高综合语用能力。I\n关键词：高中生阅读策略阅读策略训练II\nAStudyofEnglishReadingStrategiesInstructioninSeniorHighSchoolAbstractMACandidate:Advisor:ReadingisasignificantwaytolearnEnglishforstudents.SoitbecomesanimportantresearchsubjectfortheEnglishteacherstoimprovestudents’readingability.Englishreadingstrategiesplayakeyroleinreading.Itisnecessarytoknowclearlyaboutthegeneralconditionofthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstruction.ThispaperusesthequestionnairewhichismadeaccordingtothelearningstrategiesclassificationofO’MalleyandChamot’sandthedemandoftheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003)toexplorethesituationsinwhichthereadingstrategiesareusedbyseniorschoolstudentsandaretrainedbyseniorschoolteachers.Theparticipantsconsistof100seniorthreestudentsand15seniorteachersfromChengduTongjinMiddleSchool.TheauthorusesSPSS18.0toanalyzethedataofquestionnaires.Theinterviewsarealsoconductedamong10studentsand5teacherstofindoutfactorsinfluencingthedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocuses.Thefollowingaresomemajorfindingsofthisinvestigation:First,theoverallfrequencyofreadingstrategiesstudentsuseis“sometimesused”.Studentssometimesusemoststrategieswhosefrequencyisjustalittlebithigherthantheaveragescore.Thestudentsusecognitivestrategiesmostfrequently.Second,theoverallfrequencyofteachersreadingstrategiesinstructionis“ofteninstructed”,whichismuchhigherthanthatofstudents’useofreadingstrategies.Moststrategiesareoftenoralwaystrained.Thefrequencyofsocial/affectivestrategiesinstructionisthehighest.Third,therearesomefactorsinfluencingthedifferenceinthestudents'readingIII\nstrategiesuseandtheteachers'readingstrategiesinstructionfocuses.Mostteachersreadingstrategiesinstructionsareimplicitinthestrategy-embeddedtextbookteaching.Theyusuallyteachreadingaccordingtosomereadingactivitiesdesignedinthetextbook.Thereadingteachingtasksarenotvaried.Grammarandvocabularyteachingstilloccupiesalotoftimeinthereadingclass.SeniorhighstudentsdonotpayenoughattentiontoEnglishstudyandtheylacksystematicreadingstrategiestrainingandconsolidationpractice.Therearesomepedagogicalimplicationswecanconcludefromit.First,EnglishteachersshouldlayemphasisontheinstructionofvariousEnglishreadingstrategies.Second,Englishteachersshouldaddexplicitandsystematicreadingstrategytrainingtoeverydayreadingteaching.Third,studentsshouldenlargetheirafter-classreadingtoconsolidatereadingstrategiesuse.Keywords：seniorthreestudentsreadingstrategiesreadingstrategiesinstructionIV\nContents摘要...........................................................................................................................................IAbstract..................................................................................................................................IIIContentsChapterOneIntroduction.......................................................................................................11.1ResearchBackground...................................................................................................11.2Purposeofthestudy......................................................................................................31.3SignificanceoftheStudy..............................................................................................41.4StructureoftheThesis..................................................................................................5ChapterTwoLiteratureReview.............................................................................................62.1BasicideasofLearningStrategies...............................................................................62.2EnglishReadingStrategies...........................................................................................72.2.1ThenatureofEnglishreading...............................................................................72.2.2DefinitionsofEnglishreadingstrategies..............................................................82.2.3ClassificationsofEnglishreadingstrategies........................................................92.3ReadingStrategyTraining..........................................................................................112.3.1TheDefinitionofStrategyTraining..................................................................1112.3.2ModelsofStrategyTraining..............................................................................1222.4StudiesonReadingStrategiesAbroadandatHome..............................................1442.4.1ResearchonReadingStrategiesUseAbroadandatHome............................1552.4.2ResearchonReadingStrategiesTrainingAbroadandatHome.....................188ChapterThreeMethodology..............................................................................................2113.1Researchquestions....................................................................................................2113.2Participants................................................................................................................2113.3Researchmethods.....................................................................................................2223.3.1Questionnaire......................................................................................................2223.3.2Interviews............................................................................................................2333.4Methodsofdataanalysis..........................................................................................244ChapterFourFindingsandDiscussion.............................................................................2554.1TheGeneralConditionofStudents’Englishreadingstrategiesuse.........................2554.1.1ThegeneralconditionofEnglishreadingstrategiesuse.................................2554.1.2Students’Useofspecificstrategies...................................................................277V\n4.2Teachers’InstructionFocusesofReadingStrategies.............................................3224.3Themaindifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocuses......................................................................3444.4Factorsinfluencingthedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocuses................................................377ChapterFiveConclusion....................................................................................................4005.1MajorFindings..........................................................................................................4005.2PedagogicalImplications..........................................................................................4115.3LimitationsoftheResearchandSuggestionsforFurtherStudies........................433Bibliography........................................................................................................................444附录........................................................................................................................................48Acknowledgements.............................................................................................................555VI\nChapterOneIntroductionAsscienceandtechnologydevelopfastnowadays,theinformationageisourlivingbackground.Weareconfrontedwithinformationstormfromallovertheworldinourdailylife.Howtoselecttheusefulandmeaningfulinformationeffectivelyisadailyproblemforanyoneofus,especiallyforseniorstudents.AsanessentialskillforthestudentswhostudyEnglishasaforeignlanguageinChina,effectiveEnglishreadingisamusttothemtogaininformationandcommunicatewithothersaswellascultivatethemselves.SoteachingofreadinghasbecomethefocusofseniorhighschoolEnglishteachingandhowtoimprovestudents'readingefficiencyhasbecomeoneofthemainpurposesoftheteachingofreading.Researchonreadingstrategiesisessentialforimprovingstudents'readingefficiencyinthelimitedtime.1.1ResearchBackgroundEnglishreading,whichisanimportantinputinEnglishlanguagelearning,playsavitalpartinEnglishlistening,speaking,readingandwritingskills,sincereadingisthebasisofacquiringinformation,masteringknowledge,andimprovingthelearners’abilityofusinglanguage.FormostEnglishlearners,thebestwayoflearningEnglishisreading.Readingisnotonlyoneoftheimportantmeansforlearnerstounderstandandabsorbthelanguageknowledge,whichdoesgreatbenefitstothemtobroadentheirhorizons,enrichlanguageknowledgeandlearnsocialknowledgeandcultureofEnglishcountry,butalsocanhelplearnersacquirethesenseoflanguageandhelplearnerstobeabletothinklogically,reasoninductively,analyzeandconcludeclearly.TheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003),whichwaspublishedbyChineseMinistryofEducation,haspaidmuchattentiontocultivatingthelearners’comprehensivelanguageapplicationability,includingtheabilityofacquiringandmanaginginformation,theabilityofanalyzinganddealingwithproblemsandtheabilityofcriticalthinking.Meanwhile,theStandardshaslaidemphasisonstudents’abilityofautonomouslearning.Itdemandsteacherscenteronstudentsandfurther1\nimprovestudents’integratedlanguageskillsandteachersneedtoimprovethestudents’learningstrategiesbesidesemotionandattitude,culturalawareness,languageabilityandlanguageskill.Inaddition,theNationalEnglishCurriculumStandardssetshigherstandardsforreadingability.Thereareninelevelsinallandthestudentsshouldachievethestandardsfromlevel6tolevel7duringtheirseniorhighschoolstudy.Thefollowingarereadingrequirements:a.Studentsareabletoemploydifferentreadingstrategiesfordifferentreadingpurposes.b.Studentsareabletogetmaininformationfromgeneralreadingmaterials.c.Studentsareabletounderstanddifferentopinionsandattitudesofthereadingmaterials.d.Studentsareabletoguessthewordmeaningbyanalyzingthereadingcontextandsentencestructure.e.Studentsareabletounderstandthedifficultsentencesandlongsentencesthroughtheanalysisofsentencestructure.f.Studentsareabletounderstandthemainidea,theintentionoftheauthorandopinionsandattitudesindifferentmaterialsg.Studentsareabletounderstand,predictandinfertheplotwiththehelpofcontextclues.h.Studentsareabletoreadreadingmaterials,newspapersandmagazinesforseniorstudents.i.StudentsareabletomakeuseofvariousresourcesespeciallytheInternettogetinformation.j.Studentsareabletoreadmorethan230thousandwordsextracurricularreading.SoitisobviousthattheNewEnglishCurriculumStandardsattachgreatimportancetostudents’readingabilityandtheuseofreadingstrategies.ReadingcomprehensiontakesupalargeproportionintheEnglishCollegeEntranceExaminationtest,whichhasmorecontents;longerpassages;highertotalscoreandabilityrequirementsthanbefore.Byanalyzingrecentyears’collegeentranceexaminationpapers,it’scleartoknowthatEnglishteachingguidelinehasturnedtotheactualabilitytouselanguage,withlessfocusonthestudyofgrammaticalknowledge.TakingthenationalcollegeentranceexaminationEnglishvolumesforexample,reading2\ncomprehensionis40points.Thereisanother30pointsfortheclozepartwhichisalsousedtotestthestudents’readingability.Soinabroadway,readingtakesupabout47%intheexam.However,studentsdon’tdoverywellinbothEnglishlanguagepracticeandothertests.Thesituationof“highinputandlowoutput”stillexists.ThereisapartofstudentswhocanreadinEnglish,butcannotdoreadingfastandsmoothly.Theywillbeatalosswhenmeetinganewwordanditisdifficultforthemtoguessthemeaningofthewordaccordingtothecontext;theyhaveasuperficialknowledgeofthewholepassagebuthavedifficultyinsummarizingthemainidea,makingjudgment,inferenceorunderstandingtheauthor'sviewpointsandwritingpurposes.Mostofthesestudentsneedtoimprovelearningabilityinsteadofpassivelyacceptinginformation.Theyarenotclearlyknowwhatreadingmaterialsaretheirneeds,whatmaterialsaresuitableforthemselves.Theyseldomhavelearninggoalsorplans,nottomentiontheconsciousnessandtheabilityofreflectionandevaluationofthereading.Theremaybetworeasonsresponsibleforthis.Oneisrelatedtothepartialandnotscientificreadingconcept,andtheotherisbecauselearnersdon’tmasterandusereadingstrategiesproperly(ChenXiaotang&ZhengMin,2002).Studentsknowverylittleaboutreadingstrategiesandtheycannotusethemproperlywhiletheyarereading.Untiltoday,thecurriculumreformhasbeencarriedoutformorethan10years,Englishteachersusuallyteachreadingaccordingtothetextbookandtheyseldomteachstudentsstrategiesandskillsforreadingexplicitlyduringtheclassroom.TheEnglishclassisstilloccupiedbythelanguagepoints,includingvocabularyandgrammarteaching,whichcontributestostudentsmisunderstandingofreadingthatthemainpurposeofreadingistolearnlanguagesknowledge.Thus,theteachingofreadingshouldfocusonthecultivationofreadingstrategiesuseandreadingcomprehension.Readingstrategyisoneofthemostimportantfactorsofwhetherlearnerscanimprovesecondlanguageskillsandcommunicationskillsbyreading,sothisthesiswillinvestigatetheconditionofthestudentsreadingstrategiesuseandteachers’strategiesinstructiontofindoutsomewaystohelpdevelopstudentsreadingproficiency.1.2PurposeofthestudyInordertohelpdevelopstudents’readingproficiency,whatweshoulddofirstistoknowtheactualconditionofstudents’readingstrategiesuseandtofindouttheresultof3\nthefirstquestionofthestudy“WhatisthestatusquoofEnglishreadingstrategiesuseoftheseniorhighschoolstudents?”.Theresultmayshowsomeproblemsofstudents’strategiesuse.Thenhowdotheseproblemscomeabout?Becausethereisacloserelationshipbetweenstudents’strategiesuseandteachers’instruction.Itisnecessarytoknowtherealsituationofteachers’strategiesinstructionandtofindouttheresultofthesecondquestionofthestudy“Whatareteachers'readingstrategiestrainingfocuses?”Becauseteachersandstudentshavesomedifferencesintheirunderstandingoflanguagelearning,thereareofcoursesomedifferencesinstudents’strategiesuseandteachers’strategiesinstruction.Tofindout“whatfactorsinfluencethedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiestrainingfocuses?”maygivesomeusefulsuggestionsforbothstudents’learningandteachers’teaching.ThisstudyisconductedwithseniorthreestudentsandseniorEnglishteachersofChengduTongjinMiddleSchool.TheauthorusestwoquestionnairestoinvestigateboththegeneralstatusofEnglishreadingstrategiesuseoftheseniorhighschoolstudentsandtheteachers'readingstrategiestrainingfocuses.Afteranalyzingthedata,theauthorconductsinterviewsamong10studentsand5teacherstofindoutfactorswhichinfluencethedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiestrainingfocuses.Theresultwillprovidesomeusefulimplicationsforboththeteachers’teachingandthestudents’learningofreadingstrategies.1.3SignificanceoftheStudyThemaingoaloftheeducationistoofferlearnersopportunitiestogainknowledgeandtodeveloplife-longlearning.Andtheseniormiddleschoolperiodisimportanttocultivatetheirlearningabilityandlayssolidfoundationfortheirfuturesuccessandachievement.Whatcanweteachersdotogainthemaximumbenefitwithminimumeffort?Inrecentyears,studiesshowthatreadingstrategiescanbelearntbytraining.Inordertotestifytheefficiencyofstrategytraining,moreandmoreresearchershavedonemanyempiricalstudies.Inordertofostertheeffectivenessofreadingstrategytraining,itisnecessarytoinvestigatetheconditionofstudentsreadingstrategiesuseandtheteachers’readingstrategytrainingtofindoutfactorswhichinfluencethetwo.Althoughtherehasbeensomeresearchesontheconditionofstudentsreadingstrategiesuseinseniorhighschool,thereisnearlynostudycomparingtheconditionofstudents4\nreadingstrategiesuseandtheteachers’readingstrategytraining.Sothisstudymakesanattempttomakeupforthisdeficiency.Thereforeitcanaddsomepositivepedagogicalimplicationstoimprovetheeffectivenessofreadingstrategytraininginseniorhighschool.Thewriterhopestoprovidesomeusefulimplicationsforboththeteachers’teachingandthestudents’learningofreadingstrategies,givingsomesuggestionsonreadingstrategiestrainingforteachingandmakingstudentsbecomelife-longlearners。1.4StructureoftheThesisTherearefivechaptersinthisthesisintotal.Thefirstchapteristheintroductionwhichisaboutthebackgroundandpurposeoftheresearch,thestudy’ssignificanceaswellasthethesis’sstructure.Theliteraturereviewischaptertwo,introducingsomerelevanttheoriesonlearningstrategies,readingstrategiesandreadingstrategiestraining,somerelevantstudiesonreadingstrategiesathomeandabroad.Thethirdchapteristhemethodology,introducingquestionsoftheresearch,theresearchparticipants,researchmethodsandmethodsofdataanalysis.Thefifthchapteristheconclusion,whichincludestheimportantfindingsandsomepedagogicalimplications.Thelastchapteralsoincludessomefactorswhichlimitthegeneralizationoftheresearchresultsandsomesuggestionsforfurtherstudies.5\nChapterTwoLiteratureReviewThechapterfocusesonsometheoriesonlanguagelearningstrategies,readingstrategies,readingstrategiestrainingandstudiesonreadingstrategiesathomeandabroad.Theresearchofreadingstrategiesshouldbebasedonthestudyresultoflanguagelearningstrategies.2.1BasicideasofLearningStrategiesAscognitivepsychologydevelopedfastinthe1960s,researchesoflanguagelearningstrategiesbegan.In1980s,studiesonlanguagelearningstrategiesofferedgreatsupporttolanguageteaching.Since1990s,theseresearchachievementswereappliedtolanguageteaching.SuchstudiesstartedinChinasincethemiddleof1980s,andinthe1990s,thecomparativeresearchonthelanguagelearningstrategiesbecameoneoftheheatedtopicsrelatedtosecondlanguageteachingandlearning.AsfortheideaofO’MalleyandChamot(1990):Learningstrategiesarethoughtsorbehaviorswhichdohelpforindividuallearner’sunderstanding,learningorretainingofnewinformation.AsystematicalclassificationoflearningstrategieswasmadebyO’MalleyandChamot(1990)thatlearningstrategiesweredividedintothreecategories:meta-cognitivestrategies,cognitivestrategies,andsocial/affectivestrategies.Amongthesestrategies,meta-cognitivestrategiesincludeadvanceorganizing;directedattention;selectiveattention;self-management;advancepreparation;self-monitoring;delayedproductionandself-evaluation.Cognitivestrategiesincluderepetition;resourcing;directedphysicalresponse;translation;grouping;takingnote;deduction;recombination;imagery;auditoryrepresentation;keywordmethod;contextualization;elaboration;transferandinferring.Social/affectivestrategiesincludecooperation;questionforclarificationandselftalk.Oneofthethreecategories,metacognitivestrategiesarehigherorderexecutiveskillsincludingplanning,monitoring,orevaluatingthefulfillingofalearningactivity,(Brown1986)andthatareapplicabletoavarietyoftasks.Inordertoimprovelearning,cognitivestrategiesdirectlydealwithincominginformation,and6\nthewaystomanipulateinformation.Social/Affectivestrategiesstandforabroadgroupingincludinginteractiveeffectsonotherpeopleorcontrolledconceptwithothers.Inthe“NationalEnglishCurriculumStandardsforGeneralSeniorHighSchool”(2003),Englishlearningstrategiesaresimplydefinedas“behaviorsandprocedurestakenbystudentstostudyanddevelopefficiently”(23).AccordingtothedefinitionsofstrategiesgivenbytheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003),therearefourclassificationsoflearningstrategies,whicharecognitivestrategy,metacognitivestrategy,socialstrategyandresourcingstrategy.Cognitivestrategyfocusonthestepsandmethodstakenbystudentstocarryoutaspecificlearningtask.Metacognitivestrategycanbeusedbystudentswhencarryingoutplanning,fulfilling,reacting,evaluatingandadjusting.Socialstrategycanhelpstudentscreatemorechancesofcommunicationwithothersandimprovetheeffectofcommunication.Finally,withresourcingstrategystudentsareencouragedtomakefullandeffectiveuseofmultiplemedia,likecomputers,tolearnEnglishbetteranduseitflexibly.2.2EnglishReadingStrategiesThereisacloseconnectionbetweenEnglishreadingstrategiesandlearningstrategies.Readingstrategiesarepartsoflearningstrategies.SothestudyofreadingstrategiesshouldbebasedonlearningstrategiesandEnglishreadingcharacteristics.O’Malley’sresearch(1985)hasshowedthatdifferentstrategieshavevariousimpactsupondifferentlanguageskills.2.2.1ThenatureofEnglishreadingReadingisanecessitytogetinformation,masterknowledge,andimprovethelearners’abilityofusinglanguage.Tostudyreadingstrategies,thestudyoftheessenceofreadingcomesfirst.Leech(1983)believedthatthelanguageexchangeactedasaprocessofproblem-solving.Accordingtothistheory,readingprocesscanbethoughtinthisway:theauthorwillconsiderinformationtransferencetothereaders’brains;thereaderswillthinkaboutwhatthisauthorwantstoexpressthroughspecificsentence(paragraph,article,orbook).Sointheprogressofunderstanding,theybothhavetheirownprocess7\nofencodinganddecoding(SuDingfang&ZhuangZhixiang,2008).Readingisapsycholinguisticprocess(Goodman1989)ofaninteractionbetweenthoughtandlanguageinvolved.Intheprocessofforeignlanguagereading,thereaderselectivelycatchesthemostimportantlanguageinformationandhegoesthroughalotofthinkingactivities:sampling,predicting,testingandfinalconfirming.Inotherwords,thereadersamplesthetext,makespredictionaboutwhatwillhappennext,givessamplestothetextonceagaintotesthispredictionandconfirmsthem.Accordingtodifferentideasofresearchersmentionedabove,thestudyagreesthatreadingisindeedaprocessofunderstandingandalsoaprocessofcognition.Itisnotonlyaprocessthatreadersjudge,analyzeandreasontheinformationthatappearsinthetexts,butalsoameanstotestreaders'culturalknowledge;atthesametime,readingisaprocessofcolligationofintelligentandpsychologicalactivities.Readingissuchacomplicatedprogressthatitneedsdifferentreadingstrategiesforreaderstobetteraccomplishvariousreadingtasks.2.2.2DefinitionsofEnglishreadingstrategiesSofarconsensushasnotbeenreachedonthedefinitionofreadingstrategy.Belowaresomeacceptabledefinitions.AccordingtoGarner(1987),readingstrategiesaregenerallydeliberateandplanedactivitieswhichareundertakenbyactivelearners.Thestrategiesoftenareusedtomakeupforperceivedcognitivefailure.AsforBarnett(1989),readingstrategiesarevarietiesofproblem-solvingtechniqueswhichareemployedbythereaderstoacquirethemeaningfromatextanditsummarizesreaders’behaviors.ReadingstrategiesweredescribedbyJohnson(1998:333)as“deliberateandconsciousprocessesbywhichthereaderattemptstoovercomeaproblem”.IntheopinionofCohen(2000:4),readingstrategiesarethosementalprocessesthatreadersconsciouslychoosetouseinordertofinishthereadingtask.Readingstrategies,whicharedefinedinLongmanDictionaryofLanguageTeachingandAppliedLinguistics(2010),are“waysofaccessingthemeaningsoftexts,whichareemployedflexiblyselectivelyinthecourseofreadingandwhichareoftenundertheconsciouscontrolofthereader.”Italsomentionedthatthereisnocleardistinctionbetweenreadingskillsandstrategies.8\nDespitedifferentviewsonthedefinition,theessenceofitisunique:readingstrategiesareeffectivemethodsthatcouldhelpthereadersgetabetterunderstanding;theyarethemeansusedpurposefully,flexiblyandselectivelyanddependingonthetypeofthetext,thecontentandthepurposeofthereading(Wallace,1992:146).Itisamixtureofsomereadingtechniquessuchasprediction,meaning-guessing,skimming,scanning,etc.anditalsoincludestheselectiveperformancesofthereadersforthepurposeofrealizingtheirexpectation.Similartermssuchas“readingtechniques”,“readingskills”areusedassubstitutesforstrategies.Fromthedefinitionsofreadingstrategies,wecanknowthatthepurposeofusingreadingstrategiesistoimprovereaders’readingproficiency,tobetterfinishreaders’readingtasksandtobetterachievereaders’readinggoals,eitherforgainingnewinformationorforfun.Thesestrategiesareusedandareselectedaccordingtodifferentreadingmaterialsanddifferentperiodsofreadingprocesswhichisaconsciousmentalcontroloverreadingactivitiesandwhichmaybeacquiredortrainedduringthereading.Theproperuseofreadingstrategiescanbeusefulfordevelopingreaders’readingproficiency.2.2.3ClassificationsofEnglishreadingstrategiesClassificationofreadingstrategyisessentialtoreadingresearch.Differentscholarshavedifferentviewsovertheclassificationofreadingstrategies.Severalrepresentativeclassificationswillbepresented.AccordingtoDavies(1984),thefourreadingskillsshouldcontain:(1)recognitionofwords;(2)inferring;(3)recognitionoftheauthor’sskills,writingpurposeandstyle;(4)lookingforcertainanswers.Undertheguidanceofthetheoryofcognitivepsychology,readingstrategiesaredividedintothreemaingroups:meta-cognitive,cognitiveandsocial/affectivestrategiesbyO’MallyandChamot(1990).Meta-cognitivestrategiesareconcernedwiththeknowledgeofthereadingprocess,theessenceofreading,moreover,thelearnersaresupposedtomakeaplanforreadingbythemselves.Duringthisprocess,theyshouldmonitorthereadingtaskandevaluatethecontentwhichtheyread.Whenitcomestothecognitivestrategies,itisaninteractionbetweenthereaderandthetexttoberead,handleandmanipulationtotextsandapplicationofsomespecifictechniquestoareadingmission.Ontheotherhand,social/affectivestrategiesinvolveinteraction9\nbetweenthereaderandanotherpersontocontributetoreadingorusingaffectivecontroltoaidthereadertofinishthetask.Mata-cognitivestrategiesarehigher-levelskillsandimportantforreaderstobesuccessfulones.ThisclassificationbyO’MalleyandChamotissoinfluentialthatitisalwaysusedbythefollowingresearchersandbacksupmyclassificationinmystudy.Anderson(1999:82-83)madeanotherinfluentialclassification.Thestrategiesconsistofthreedifferentgroups:cognitivereadingstrategieswhichareaboutthinking,meta-cognitivereadingstrategieswhichareconcernedwiththinkingorplanning,andcompensatingreadingstrategies.Cognitivereadingstrategiescovers11strategies.Meta-cognitivereadingstrategiesareusedforcontrollingthereaders’reading,whichinclude5strategies.Compensatingreadingstrategiesinclude8strategies.Thisclassificationistoocomplicatedandindetails.AccordingtoWenQiufang’sclassificationoflearningstrategies,shedividesreadingstrategiesintomanagementreadingstrategies;strategiesappliedinreading,whichincludetraditionalreadingstrategiesandnontraditionalreadingstrategies;andaffectivereadingstrategies.Indetail,managementreadingstrategiesmeantheactionstakentoregulatethereadingprocess,arrangeandplanreadingandarrangementoftimeandevaluationofthestrategies.Traditionalreadingstrategiesareform-focusedactionstakeninreadingsuchastranslatingsentences,makinganalysisofdifficultandlongsentencesinagrammaticalway.Nontraditionalreadingstrategiesaremeaning-focusedactionstakeninreading,usingcontextcluestoguesstheunknownwords,tryingtoavoidusingmotherlanguageinreadingandsoon.Affectivereadingstrategiesrefertotheactionstakeninreadingtoencourageandrelieveoneself,suchastakeadeepbreathwhenoneisworriedandnervous.ThisclassificationhasChineseforeignlanguageteachingcharacteristics.AccordingtothedevelopmentofChineseforeignlanguageteaching,ithastwomainteachingmethods,thatis,traditionalmethodsandnontraditionalmethodsor“form-focused”methodsand“meaning-focused”methods.Infact,intoday’sforeignlanguageteaching,thereisnosuchcleardifferenceinteachingmethods.Teachersusuallycombinethesetwomethodsintheirteaching.Fromdifferentclassificationsofreadingstrategies,wecanclearlynoticethattheseclassificationsaresimilartothoseoflearningstrategies.Thatisbecausereadingstrategyisoneofthemostimportantlearningstrategies.Readingstrategyhasmanycharacteristicsoflearningstrategy.O’MalleyandChamot’classificationnearlyhasa10\nfullscanofreadingprocess,whichismeta-cognitivestrategies.Theyincludestrategiesabouttheoverallmentalcontroloverthebefore(planning),while(monitoring)andafter(evaluating)readingprocess.Thisclassificationalsoincludespecifictechniquesforfinishingvariousreadingtasks,whichiscognitivestrategies.Thereareevenstrategiestocommunicatewithotherlearnersorinstructors,whichhelptocompletereadingmissionsfromotherlearnersorinstructors.Thisclassificationconcernsnearlyeveryaspectofreadingprocess,whichisusefulforreadingstrategieslearningandtraining.BasedontheclassificationofreadingstrategiesofO’MalleyandChamotandthereadingrequirementsoftheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003)andtheresearchesofHeYanli(2003)andGuXinyu,thisstudywillusequestionnairesinfourcategoriesofreadingstrategies,thatis,meta-cognitivestrategies,cognitivestrategiesandsocial/affectivestrategiesandresourcemanagementstrategies.Theyarespecifiedin30readingstrategies,ninemeta-cognitivestrategiesareincluded:self-monitoring:(strategy1and2);selectiveattention:(strategy3);planningandarranging(strategy4);self-management:(strategy5);advancedorganization(strategy6);directedattention:(strategy7);self-evaluation(strategy8and9).Thirteencognitivestrategiesareincluded:skimming(strategy10;20and21);scanning(strategy11);contextualization(strategy12and17);deduction(Strategy13);inferring(strategy14);transfer(Strategy15;18and19);elaboration(strategy16);summarizing(strategy22).Itincludessixsocial/affectivestrategies:self-reinforcement(strategy23;24;25and28)andcommunicationswithothers(strategy26and27).Tworesourcemanagementstrategiesareincluded(strategy29and30).2.3ReadingStrategyTrainingInrecentyears,withmoreandmoreresearchesinstrategytrainingundertakeninfirstlanguageteaching,strategytraininghasbecomeahottopicinlanguageacquisitionresearch,especiallyonreadingstrategies.Mythesisfocusesontheempiricalstudyonreadingstrategytraininginseniorhighschool,thefollowingtheoriesaboutstrategytrainingaimtohelpreadersgetaclearunderstandingofstrategytraining.2.3.1TheDefinitionofStrategyTrainingStrategytrainingistoteachstudentswhatstrategiesare,why,whenandhowtouse11\nstrategiestosucceedinlearningandusingaforeignlanguage.Itismeanttohelpstudentsmastersomeefficientwaysbywhichtheycanlearnthetargetlanguagebetter.What’smore,itisquiteusefulforthemtoevaluatethemselvesanddirecttheirlearningbythemselvesinreading.Asaresult,itallowsthestudentstoself-controlandself-regulatetheirlanguagelearningprocess.Fromthedefinitionofstrategylearning,wecanknowthatwhendoingstrategytraining,instructorsshouldfirstintroducethenameandbenefitsofthestrategy,thendemonstratetheuseofthereadingstrategyinsomekindsofreadingmaterialsandinacertainstageofreadingprocesstoletthelearnersexperiencetheadvantagesofusingstrategies.Bypracticingthestrategyrepeatedly,thelearnerscanusethestrategyeffectivelyandflexibly.Therefore,thelearnerscanself-regulateandself-controlthelanguagelearningandusingprocess.2.3.2ModelsofStrategyTrainingStrategytrainingresultsdependonmanyfactorssuchasthedurationoftraining,clarityoftrainingprocedures,responsibilityofstudents,andstrategytransfer.JustasGrabe(1991)claims,effectivestrategytrainingisnotasimpleoreasymatter.Inordertohelplearnersdowellinlearningandusinglanguage,interventioniststudieshavebeencarriedoutandalotofliteratureaboutthestudieshasappeared.Asaresult,anumberofmodelsfortheteachingofreadingstrategyhaveappearedandbeenrecommended.Accordingtothesemodels,studentsarerequiredtoactuallyunderstandthepurposeandtheoriesofstrategyuseandthenrepeatedlypracticethestrategiestheyhavelearnedandmakethosestrategiesintoapplicationinanewtext.Forlackofsolidevidence,it’shardtodeterminewhichmodelisthebestforcarryingoutstrategytraining.Inpractice,someinstructionalmodelshavebeenwellapplied.Hosenfeldetal.(1977)putforwardthefirstapproachtoreadingstrategytraining.TostudyanddevelopsuccessfulreadingstrategiesforFrenchasaforeignlanguage,theyputforwardthefollowing7-stepsequence.a.Encouragestudentstointerpretthereadingcontentbytheirownwords;b.Makestudentsfullyawareofthereadingstrategiesusedintheprocess;c.Guidestudentstocomprehendtheessenceofthestrategyandtomakeitclearthatnotallstrategiesaresuccessful,someunsuccessful,meanwhilesomeothersonlysuccessfultoacertainextent;d.Encouragestudentstosummarizewhatsuccessfulstrategiesareusedwhenreadingintheirnativelanguage;e.12\nEncouragestudentstosumupwhatthesuccessfulstrategiesareforreadingtextinthetargetlanguage;f.Providedirectguidanceandpracticeforspecificreadingstrategiesbygivingexplanationtoeachstrategyindetail;intentionalpractice;applicationtoreadingtask;evaluationofsuccessfulstrategiesg.Repeatstep2:identifystudents’usedandemployedreadingstrategies(Hadley,2001:223-24).PearsonandDole(1987)alsoputforwardsimilarsequencesforreadingstrategytrainingconcerningnativelanguage,Itisluckythatwecanalsotakeadvantageofthesequencestostudysecondandforeignlanguage.PearsonandDole’sapproachisdefinedinthisway:a.Thisstepisknownasoriginalmodelingofthestrategybytheteacherwhichdirectandexplainthestrategy’suseandimportancespecifically;b.Thisstepistaughtbytheteachercalledguidedpracticewiththestrategy;c.Consolidationreferstotheteacher’sassistforthestudentsanddecisionwhenandwhereitshouldbeapplied;d.Thestudentspracticethestrategyindependently;e.Thestudentsapplythestrategytonewreadingassignments.(Cohen,1998:72)TheCognitiveAcademicLanguageLearningApproach(CALLA),whichisknownasChamotandO’MalleyApproach(1990),isdesignedtobenefitthestudentswithlowerproficiencybydevelopingtheiracademiclanguageskills.TheCALLAoffersalessonplan,whichconsistsoffivesteps,namely:a.Preparation:Inthisstage,studentsarerequiredtokeepinmindwhattheyhavealreadylearned,previewthefollowinglessonandpayanattentiontokeyvocabulary.Bydoingthese,thestrategies,whichincludeelaboration,advancedorganizationandselectiveattentioncomeintobeing.b.Presentation:Inthisphase,theteacherissupposedtoexplainandprovideamodelofthestrategiestobetaught,makingthestudentshaveabasicunderstanding.Whenexplainingthemodeledstrategy,theteachershoulddemonstratetheadvantagesresultedfromapplyingthestrategiessystematicallybydoingspecificreadingtask.c.Practice:Thestudentsareguidedtousethestrategiesinrealreadingtaskbycheckingtheirlanguageproduction,planninghowtodevelopareportinoralorwrittenways,classifyingdefinitionsormakingsketchesanddiagrams.d.Evaluation:Inthisstage,teachersshouldanalyzethestudents’applicationofthestrategiesandtheresultsoftheuseofthestrategies.Manywaysareavailabletocarryingoutanevaluation,suchasdiscussionafterthestrategytraining,viewexchangeandsomeexperiencegainedfromthetrainingprocess.e.Expansion:Thepurposeofthestageistoguaranteetheresults,soasmanyopportunitiesaspossibleareavailableforthestudentstoreviewthenew13\nconceptsandskillstheyhavejuststudiedandcombinethemwiththeirownknowledge,usenewwordsandcontinuetodeveloplanguagelearning.AccordingtoCohen,intheforeignlanguagecurriculum,givingthestudentsdefiniteguidanceofthewaystouselanguagelearningstrategiesisconsideredasanecessarystep.Strategy-basedinstructioniscenteredonlearnersanditisnecessarytoapplybothexplicitandimplicitintegrationofstrategiesintothecoursecontent.Theproceduresareasfollows:a.Givedescriptionofthemodelandillustratepotentiallyusefulstrategies;b.Drawadditionalexampleswhichisbasedonthestudents’ownlearningexperiences;c.Givediscussionsinsmall-grouporwhole-classrespectivelyaboutstrategies;d.Inspirethestudentstoemploymorereadingstrategies；e.Applythestrategiesintoeverydayclassreadingtasks,embedthemintothelanguagetasksinexplicitandimplicitwaystosupplycontextualizedstrategypractice(Cohen,2000:81-82).Fromthedifferentclassificationsofreadingstrategiestraining,wecanclearlyknowthereismuchincommonintheirtrainingsteps,whichcanbesimplifiedsinexplanation,practice,evaluationandapplication.Therearesomedifferencesinspecifictrainingsteps,eitherintheorderofthesestepsorrepetitionofacertainstep,orstepstoemphasizelearners’participation.Ineverydayreadingteaching,thereadingprocessisusuallydividedintothreepartsbyteachers:pre-reading;while-reading;andpost-reading.Inpre-reading,teachersguidestudentstofinishsomepre-readingactivitiestoconnectareader’sknowledgebaseandthetext.Studentspayattentiontosomenewwords,picturesorvideosofreadingtopics.Duringwhile-reading,teachersguidestudentstofinishsomewhile-readingactivitiestohelpstudentstogetinformationandconstructmeaningfromthetextduringtheirreading.Studentsscanthetexttogetageneralideaofthewholepassage.Theyskimthetexttogetthedetailsofreading.Theydevelopanoralorwrittenreportormakediagramstosummarizethetext.Inpost-reading,teachersguidestudentstofinishsomepost-readingactivitiestohelpstudentsbetterunderstandwhattheyhaveread.Studentsdiscussandfindmoreinformationaboutthesimilartopics.Studentsdomoreexercisesafterclass.Itiscleartoseethatthereadingteachingprocessmoreorlessconveytheconceptsofsomefamousreadingstrategytrainingmodelsmentionedabove.14\n2.4StudiesonReadingStrategiesAbroadandatHomeStudiesonreadingstrategieshavedrawnmuchattentionsince1970s,whilesimilarstudiesstartedtobecarriedoutinChinainthemiddle1990s.Researchershavecarriedoutlotsofempiricalstudiesonreadingstrategies,includingthestrategiesstudentsusedduringreading,therelationshipbetweenstrategiesandsuccessful/unsuccessfulreadingandthetrainingofreadingstrategies.Abriefreviewoftheresearchachievementsarepresentedasfollows.2.4.1ResearchonReadingStrategiesUseAbroadandatHome(1)Readingstrategies’usebetweensuccessfullearnersandunsuccessfullearnersManyforeignscholarscarriedoutstudiesondifferencesinreadingstrategies’usebetweenthesuccessfulreadersandunsuccessfulreaders.Philips(1975)didaresearchonSLA(secondlanguageacquisition)learnerswhodidreadingtasks.“ThinkAloudProtocol”wasusedtoinvestigatehowefficientreadersandinefficientoneschoosestrategiestodealwithwords.Fromthestudy,Phillipsrealizedthatsuccessfulreaderscancategorizenewwordsalongwithsyntax,explaingrammaticalfunctionsofnewwordsanddistinguishtherootandthecognate.Hosenfeld(1977)alsoused“ThinkAloudProtocol”toconductaninvestigationon40teenageforeignlanguagereaders.Successfulreaderskeptthereadingmaterial’smeaninginmindwhileunsuccessfulreadersforgotthesentences’meaningswhilereading.Furthermore,successfulreadershadawiderrangeofsight,whileunsuccessfulreadersdidnot;successfulreaderscouldskiptheunimportantnewwordsbutthoseunsuccessfulonescouldnot.Moreover,successfulreadershadpositiveself-conceptandunsuccessfulreadershadnegativeself-concept.Hosenfeld(1984)alsodiscoveredthatsuccessfulreaderswereabletodistinguishgrammaticalcategoriesofnewwords,findoutthedistinctionsofforeignlanguagewordorder,recognizethecognatewordsandknowwhentousethevocabularylist.Block(1986)studiedandfoundthatsuccessfullanguagelearnershavebetterself-monitoringability,theycaneffectivelycontrolthereadingprocessofthemselves,theycanusethereadingstrategiesflexibly,andtheycanselectivelyuseusefulreadingstrategiesaccordingtodifferentreadingcontentandpurpose.Theyhaveverygoodinformationdiscriminationability,theycanusetheknowledgetheyalreadyhavetounderstandnewknowledge,theycanmakejudgesaccordingtothecontext,andtheycanusereadingstrategiesasauxiliarymeanstounderstandthetext.15\nEllis(1999)studiedandanalyzeddifferencesofreadingstrategies’usingbetweenthesuccessfulreadersandunsuccessfulreaders,thenhesummedupthefivemajordifferences:(1)Successfullanguagelearnerscanobservetheformoflanguage,aregoodatmonitoringthesecondlanguageandmoresensitivetonewknowledge,cangainknowledgefromthereferencebook,canlearnfrommistakes.(2)Successfullanguagelearnersnotonlyfocusonlanguageanditssignificance,guessthemeaningfromthecontext,butalsotrytoexpressthemselves.(3)Successfullanguagelearnerscangrasptheopportunitytolearnthelanguage,andcreatetheopportunityactivelytolearnthelanguage.(4)Successfullanguagelearnerscanmonitortheirownlearningprocessverywell,andregulatetheirownlearningaccordingtotheactualsituation.(5)Successfullanguagelearnerscanusethestrategiesappropriately,payattentiontolanguageformandlanguagemeaningaccordingtothedemand.Thisabilitycomesfromtheiraccumulationandjudge.Theresearchersfoundthatsuccessfullanguagelearnershavemanycharacteristicsinstrategies’using.TherearesomeresearchesonreadingstrategiesusebetweenthesuccessfulreadersandunsuccessfulreadersinChinatoo.WenQiufang(1995)adoptedthemethodofcasestudytocarryouttheresearchandanalysisonthemethodsofEnglishlearningusedbysuccessfullearnersandunsuccessfullearners.ResultsshowthatsuccessfullearnersarenotonlypreferredtounsuccessfullearnersinEnglishlearningconcepts,managementconcepts,butalsocanbettergraspthevariouslearningstrategiesandmanagementstrategies.Asforextracurricularreading,successfullearnerscanchoosereadingmaterialsinitiativelytotraintheirreadingability,tomeetthenewknowledgeandthenewwords,tofindrelevantmaterialsorlookupthedictionaryinitiatively,tounderstanditsmeaningandusagetoadaptfortheirprivateuse.Intheprocessofreadingmaterials,successfullearnerswillnotonlyunderstandthecontentsofthewholearticle,butalsocanunderstandmeaningofwords.Theywilltakedifferentstrategieswhentheimportantnewwordsappear,theywilllookupdictionaryandguessthemeaningofthewords,combinevariousmethodstogethereffectively.Successfullanguagelearnerslearnwordsincontext.Inshort,successfullearnerscanjudgetheimportantwordsinreading,theylearnthenewwordsselectively,andtheycanabsorbthenewwordsandnewknowledgeinreadingandadaptfortheirprivateuse.LiuDandan(2002)didaresearchonthedistinctionsbetweentheusagesof16\nsuccessfulreadersandunsuccessfulreaders.Shealsostudiedtherelationshipbetweenreadingstrategiesandreadingproficiency.ShefoundoutChineseEnglishlearnersusedreadingstrategiesfrequentlyandsuccessfullearnersandunsuccessfullearnershavealotdifferencesinusingreadingstrategies.LiuYichun(2002)investigatedusingofEnglishReadingStrategieson193nonEnglishMajorsfirstgradestudentsofFudanUniversity.Theresultshowedthatsuccessfulreadersusedmorereadingstrategiesthantheunsuccessfulonesdid,especiallythemeta-cognitivestrategies.ZhaoLingzhi(2012)foundthathighscorestudentscanmakefrequentuseofmeta-cognitiveandcognitivestrategiesinsecondlanguagelearning,meta-cognitivestrategieshavethestrongestpredictivepowerontheachievementsofthesecondlanguagelearning.Highscorestudentshaveahigherawarenessoftheirownlearningprocess,theycanmakebetteradjustmentaccordingtotheirownlearningsituation,andtheycanevaluatetheirstudyprogressandshortcomingsmoreaccurately.Intheaspectofcognitivestrategies,highscorestudentsusedhigherlevelstrategiessuchasreasoning,re-organizationfrequently,whilethelowscoregroupusedlowerlevelstrategiessuchasthemothertongueorevenaskingothersforhelpmoreoften.Researchshowedthatsuccessfullearnerscannotonlymakebetteruseofmeta-cognitivestrategies,butalsofrequentlyusesomecognitivestrategies.Besidestheaboveresearches,thereweresomeresearchersconductedinthehighschools.PanHaiyan(2003)didaresearchontheconnectionbetweenEnglishreadingstrategiesandreadingcomprehension;GuXinyu(2007)madeaninvestigationonEnglishreadingstrategiesusedbyGradeThreestudentsinhighschool.(2)Readingstrategies’usebetweendifferentgendersResearchshowsthattheuseofreadingstrategiesarenotonlyrelatedtosecondlanguagereadinglevel,butalsototheperson'sgender.Sheorey&Mokhtari(2001)carriedoutaninvestigationofmeta-cognitiveawarenessandreadingstrategiesof105AmericancollegestudentsandESL1learners.Studyfoundthatmaleandfemalestudentsinthetwogroupsofstudentshavehighlevelofmeta-cognitiveawareness,buttherearedifferences.Thegirls’readingstrategiesusingfrequencyishigherthanboys.InChina,XieZhongping(2009)pointedoutthatintheEnglishlearningprocess,somedifferencesinboysandgirlsdidexist.YanXiaona(2011)foundthatthereweresignificantdifferencesintheEnglishachievementoftheboysandgirlsinstatistics,thegirlsperformedsignificantlybetter.Thegirlsusedmoreintheaspectsoflearning17\nstrategy,andinmemorystrategies,cognitivestrategiesandmeta-cognitivestrategiesthegirlsachievedstatisticallysignificantdifferences.ShethoughtsEnglishteachingshouldpayattentiontothepersonalizedteachingandteachingstudentsaccordingtotheirsex.2.4.2ResearchonReadingStrategiesTrainingAbroadandatHomeResearchesonreadingstrategiestrainingabroadareasfollows.O’Malleyetal.(1985)usedlearningstrategiesinanexperimenttotrainforeignlanguagelearners’abilitytousestrategies.Thecontentofthistrainingcoveredthestrategiesofcontextualization,inference,elaborationanddeduction.Inthisresearch,theteacherplayedaroleofexplainingandillustratingthestrategiesandevaluatingtheactivities.Theteacheralsotriedtoencouragestudentstousethesestrategies.Aconclusionfromthisresearchwasthatsortsoffactorswouldaffectthestrategiestraining,includingtheteacher’sinterests,themethodsthatstudentscouldusestrategieseffectively,andreinforcestudents’motivationbyknowingthesignificanceofthestrategies.BasedontheresearchofteachingstructureoftextstopromotereadingEnglish.Carrel(1985)statedthatwiththetrainingofrecognizingtheorganizationalstructureoftexts,thestudentscanmakesomeprogressinrecallinginformationaftertheexperiment.Carreletal.(1989)alsoconductedsomefurtherresearchesonmeta-cognitivestrategiestrainingofESLlearners.Theyemployedmeta-cognitivestrategiestrainingmethods"Semantic-Mapping"and"Experience-Text-RelationshipMethod"tocarryoutanexperimentontheexperimentalgroup.Theresultshowedthattrainingonmeta-cognitivestrategiesusecouldimprovethereadingcomprehensioneffectively.Themethodoftestingreadingproficiencydeterminedthevalidityofdifferentstrategies.Inordertomakeclearabouttheeffectsofstrategytrainingonreadingcomprehensionandwordinferenceability,Kern(1989)carriedoutanexperimentandtheresultshowedthatreadingstrategytraininghadapositiveeffectonsecondlanguagelearners’comprehensiontestscoresandthosewhohadthegreatesttroubleinreadingsecondlanguagetextsbenefitedmuchmorefromreadingstrategytrainingthanthosesuccessfulreaders.Sincethemiddleof1990s,theresearchersclaimedthatitwasagoodwaytointegratethestrategiestrainingandforeignlanguageteachingsothatitcouldbecomean18\nimportantpartofforeignlanguagecourses(Cohen,1998).AuerbachandPaxton(1997)broughtstrategiesstudiesintothereadingclasses.TheyfoundoutthatthiskindofcombinedteachinghadapositiveeffectonstudentsinEnglishreadingstrategies,ideas,sensesandfeelings.Recentyears,theoverseastrainingresearcheshaverecommendedtheexplicittrainingmethodsinwhichtheinstructorsmakethebenefitofstrategies,thetrainingprinciples,goalsandtheexpectedresultscleartolearners.TherearesomeresearchesonreadingstrategiestraininginChinaaswell.Trainingofreadingstrategiesishelpfultoimprovestudents’achievementandimprovetheirlearningmotivationandautonomy.Fromthelate1980s,manyChineseresearchersmadealotofstudiesonreadingstrategies.Belowisabriefreview.ResearchesaremadeamongcollegestudentsbyJiKangli(2002),MengYue(2004)andWuJing(2006)toshowthatreadingstrategytrainingishelpfultoimprovethestudents'readingcomprehensionandhaspositiveeffectsontheabilitytrainingofthestudentstounderstandthemainidea,dojudgmentandreasoningandguessmeaningfromthecontext.WangDonglan,HuangXuexiang(2009)throughtheanalysisandresearchonthecaseofguidancemissingofstrategiesinreadingteaching,pointedoutthatteacherscaninstructthestudents'readingstrategiesintheprocessofteachingreadingwith"foursteps"method,andtheyusedcasestodemonstratehowtooperateit."Foursteps"arethatasfollowings.(1)Tointerprettheconcretecontentofreadingstrategies,letthestudentsunderstandthemeaningofreadingstrategies.(2)Withtextualreadingandspecificexamplesandanalysisofthemaswelltoletstudentsexperiencethestrategiesanditsroleinparticipation.(3)Selectthepropertextmaterialtoletthestudentspracticeandusereadingstrategies.(4)Afterpractice,students'self-reflectandevaluatetheuseofreadingstrategies.TangWeiwei(2012)provedthatusingreadingstrategyconsciouslyandappropriatelycouldimprovereadingproficiencybyageneralinvestigationofseniortwoEnglishlearners.Readingstrategytrainingwasgoodforstudents'awarenessofstrategyandreadingability.ThepresentEnglishreadingteachingmethodmadegooduseofgoodpointsfromthetraditionalreadingmethodandadoptedtheintegrationofbottom-upreadingmodelandtop-downreadingmodel.Itnotonlylayemphasisontheteachingoflinguisticknowledgeandvocabulary,butalsoputstressondevelopingthe19\nstudents'readingability,suchasmasteringtheknowledgeschemaandmakeapplicationofmainreadingstrategiestoachieveafullaspectdevelopmentofreading.Insummary,itseemsthatstrategytrainingareabletomakeimprovementinthestudents’readingcomprehensionandenhancethestudents’overallreadingproficiencyandreadingspeed.Students'Englishproficiency,thetestscoresandthememoryofknowledgecanbeimprovedbyreadingstrategiestraining.Itiswidelyacceptedthatthereisamustforsecond/foreignlanguagelearnerstolearnhowtouseeffectivereadingstrategies.Comparedwiththestudiesabroad,thestudiesinChinastartedmuchlater.Andmanyofthemareaboutthedifferencesbetweengoodlearnersandpoorones.Inaddition,mostofthestudiesareaboutthecollegestudents,theresultsmaynotbeapplicabletothehighschoolstudents,becauseofthedifferentageanddifferentlevelsoftheirlanguage.Fromthemwecanseethatquestionnairesurveys,interviewsandtestsaremainresearchmethodstomeasurethereadingstrategiesuse.Inaddition,thecontentsusuallyrelatetotheclassificationofcognitivestrategies,meta-cognitivestrategiesandaffectivestrategies.Therearefewempiricalstudiesonthehighschoolstudentsandteachers.ThereforeIwanttomakeanempiricalstudyonthestudentsreadingstrategiesuseandtheEnglishteachersreadingstrategiesinstruction.Ihopemystudycanhelpseniorstudents,especiallyseniorthreestudents,tomakeprogressintheirEnglishproficiencyimprovement,stimulatetheirmotivationinEnglishreadingandprovidesomeimplicationsfortheteachersintheirteachingtohelpthemteachreadingmoreefficiently.20\nChapterThreeMethodologyThischapterwillexposeclearanddetailedexplanationsonresearchquestions,participants,researchmethodstobeusedaswellasmethodsofdataanalysis.3.1ResearchquestionsThisinvestigationaimsatboththestatusquoofEnglishreadingstrategiesuseoftheseniorhighschoolstudentsandtheteachers'readingstrategiestrainingfocusestofindoutfactorsthatinfluencethedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiestrainingfocuses.Basedontheresults,takingtheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003)intoconsideration,thisthesistriestooffersomesuggestionsofreadingstrategiestrainingandEnglishreadingteaching.Thisstudytriestofindouttheanswerstothequestionsbelow:1.WhatisthestatusquoofEnglishreadingstrategiesuseoftheseniorhighstudents?2.Whatareteachers'readingstrategiestrainingfocuses?3.Whatfactorsinfluencethedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiestrainingfocuses?3.2ParticipantsTheparticipantsthatconsistof100SeniorThreestudentsand15teachersarefromChengduTongjinHighSchool,whichistheprovincialkeyhighschoolinChengdu.Thestudentshavesimilarculturalbackground.Theyallcomefromthesameschool,theirnativelanguageisChineseandtheirtargetlanguageisEnglish.Theyrepresenttheaveragelevelofstudentsinhighschools.Thereasontochooseseniorthreestudentsisthattheyhavestudiedinhighschoolfortwoyears.Atthestartofseniorthreestudy,theyalmostfinishthetextbookstudy.WithastrongmotivationofmakingmuchprogressinthelastyearstudytopreparefortheCollegeEntranceExamination,bothseniorthreestudentsandteachersareeagertofindoutefficientwaystoimprovereadingproficiencyinalimitedtime.Thuswecansaythethirdyearofhighschool21\nneedsmoreattentionthanever.ThestudyofstudentsinthisgradecannotonlyhelpGradeThreestudentsgettopreparetheirCollegeEntranceExaminationbetter,butalsohelpthemimprovetheirautonomouslearningability.3.3ResearchmethodsThisstudyusedthemethodofquestionnaireandgroupinterviews.PurposeofthequestionnairesurveyismainlytogetthestatusquoofEnglishreadingstrategiesuseoftheseniorhighschoolstudentsandteachers'readingstrategiestrainingfocuses,andanalyzefrequencyandtendencyofvariouscommonreadingstrategies.Interviewismainlyusedforin-depthunderstandinganddemonstrationoftheresultsofquestionnairesurveytofindoutfactorsinfluencingthedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiestrainingfocuses.Inordertogetstudents’realanswerstothesequestions,theirEnglishteacherswerenotpresentduringthisinvestigation.Thequestionnairesweregiventostudentsintheirself-studyclassinthepresenceoftheirheadteachers.Beforetheyfilledthesequestionnaires,theirheadteachershadpromisedthemthisinvestigationwouldnotaffecttheirexamscores,andtheinvestigationwasanonymouse.Thestudentsweregivenenoughtimetofillinthequestionnaires.Theauthorgaveaway120questionnairesandtookback110copiesofthequestionnaires.Andtherewere10copieswerenotvalid.Thusthedatawouldbecollectedandanalyzedfrom100questionnaires.Asfortheteachers’questionnaires,theyweresentbye-mails.Theteachersfinishedthequestionnairesintheirsparetime.Theyfilledintheblanksaboutthegradeandyearsofteachingonthequestionnaires.Theauthorgaveaway20questionnairesandtookback16copiesofthequestionnaires.Andtherewas1copynotvalid.Thusthedatawouldbecollectedandmadeananalysisfrom15copiesofquestionnaires.3.3.1QuestionnaireQuestionnairehasmanystrengths.Itcanbegiventoquitealotofparticipantsatthesametime,asaresult,itsavesmoneyandtime.Awell-designedquestionnairecanprovideresearcherswithvaluabledataandinformation.Inaddition,questionnaireavoidsshynessoftheparticipantsbyaskingthemtomarkorwritedowntheanswerstothequestions.O’MalleyandChamot(1990:88)pointed“thebroadestrangeofcoverageforstrategyusecanbeobtainedwithquestionnaireandguidedinterviewsbecauseofthe22\nstructuregiventothequestions”.Thequestionnaireinthisstudymeetstheneedbygivingthesubjectsquestionsrelatedtodifferentkindsofreadingstrategies.Therearetwoquestionnairesusedinthisthesis,includingoneforinvestigatingthestudentsreadingstrategiesuse,theotherforinvestigatingtheteachersreadingstrategiesinstruction.Thesetwoquestionnairesarealmostaboutthesameaspectsfordifferentsubjects.Therearetwopartsineachquestionnairehere.Partoneisthesubjects’generalinformation.Parttwoistheinvestigationofthestudents’useofreadingstrategiesortheteachersreadingstrategiesinstruction,whichcontains30questions,thatis,meta-cognitivestrategies,cognitivestrategies,social/affectivestrategiesandresourcemanagementstrategies.Thesequestionsuse5-pointLikertscale,inwhich1means“neveroralmostnevertrue”,2means“Usuallynottrue”,3means“sometimestrue”,4means“generallytrue”,and5means“alwaysoralmostalwaystrue”.ThequestionnaireswerewritteninChinesesoastohelpstudentstounderstandthequestionsmoreeasily.AllthequestionsaredesignedonthebasisofreadingstrategiesclassificationoftheO’MalleyandChamot’sandalsorefertotheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003)andtheresearchesofHeYanli(2003)andGuXinyu(2007).Thequestionnairecontains30itemsintotal.StatementsNo.1-9aremeta-cognitivestrategies,includingself-monitoring:(strategy1and2);selectiveattention:(strategy3);planningandarranging(strategy4);self-management:(strategy5);advancedorganization(strategy6);directedattention:(strategy7);self-evaluation(strategy8and9).StatementsNo.10-22arecognitivestrategies,including13cognitivestrategies:skimming(strategy10;20and21);scanning(strategy11);contextualization(strategy12and17);deduction(strategy13);inferring(strategy14);transfer(strategy15;18and19);elaboration(strategy16);summarizing(strategy22).No.23-28aresocial/effectivestrategies,includingself-reinforcement(strategy23;24;25and28)andcommunicationswithothers(strategy26and27).Finally,No.29and30belongtoresourcestrategies.3.3.2InterviewsTheinterviewisdirect,interactive,flexibleandcontrollable.Usuallytheinterviewcanobtainthedatawhichquestionnairescannotdo.Besidesthequestionnairesurvey,theauthorinterviews10studentstogaintheirbasicreadingstrategiesinstruction23\nsituation,learningdifficultiesandsuggestionsforEnglishreadingstudyprocessandsupplementmaterialsduringtheirreadingstudy.5teacherswerealsointerviewedtogettheirreadingstrategiestrainingsituationandthefactorstoinfluencetheirdifferentreadingstrategiesfocusescomparedwithstudents.3.4MethodsofdataanalysisThedatacollectedfromthequestionnaireswereprocessedandmadeanalysisbySPSS18.0software.24\nChapterFourFindingsandDiscussionInthischapter,thedataofthereadingstrategytrainingcollectedintheinvestigationisanalyzed.Itismadeupofthreeparts.Partoneinvolvesanalysisabouttheresultsfromthequestionnaireofstudentsusingreadingstrategiesintheirstudy.Parttwocontainstheresultsofteachers’readingstrategytrainingfocuses.Partthreeisaboutresultsofinterviewsofbothstudentsandteachersforthefactorsoftheirreadingstrategiesusingandtrainingdifference.4.1TheGeneralConditionofEnglishreadingstrategiesuseofStudentsAccordingtothemethodproposedbyOxford(1990),bystudyingthemeanofeachstrategywecanclearlyseestrategyusefrequency.Thebiggerthemeanis,thehigherthefrequencyis.Themeanbetween1.0and1.4means“neveroralmostneverusethisstrategy”Themeanbetween1.5and2.4means“seldomusethisstrategy”Themeanbetween2.5and3.4means“sometimesusethisstrategy”Themeanbetween3.5and4.4means“oftenusethisstrategy”Themeanbetween4.5and5.0means“alwaysusethisstrategy”Thisthesiswilladoptthismethodtoanalyzetheinvestigationaswell4.1.1TheoverallconditionofEnglishreadingstrategiesuseThegeneraltrendsofEnglishreadingstrategiesuseareanalyzedfromtheuseofeachreadingstrategyandeachcategoryreadingstrategiesaccordingtothefollowingcharts.Table4-1MeanandSDofEachCategoryofReadingStrategiesUseResourceMeta-cognitiveCognitiveSocial/AffectiveManagementOverallStrategiesStrategiesStrategiesStrategiesMean2.71483.03852.94452.85002.8870SD1.02531.09891.1147.91931.039625\nTable4-2MeanandStandardDeviationofEachReadingStrategyUseMinMaxMeanSDItem1153.33331.24106Item2142.5667.85836Item3152.76671.10433Item4152.2667.98027Item5142.0333.92786Item6153.10001.21343Item7153.3333.99424Item8152.53331.00801Item9142.5000.90019Item10253.50001.04221Item11153.63331.27261Item12153.2333.97143Item13153.00001.01710Item14152.4667.93710Item15152.66671.09334Item16152.50001.16708Item17153.16671.05318Item18153.03331.24522Item19253.0333.92786Item20153.33331.29544Item21153.60001.37966Item22142.3333.88409Item23153.36671.09807Item24153.46671.22428Item25153.20001.18613Item26142.36671.12903Item27152.4000.85501Item28152.86671.19578Item29152.9333.98027Item30142.7667.8583626\nFromthesetwotables,wecanlearnthattheoverallfrequencyofparticipants’readingstrategiesuseisnothigh.Theoverallmeanvalueis2.8870inthisinvestigation,whichisjustovertheaveragescore.Thefrequencyofcognitivestrategiesuseisthehighest,whosemeanis3.0385.Threeofthe“oftenused”strategiesallbelongtocognitivestrategies.Thesecondandthirdplacearesocial/affectivestrategies,whosemeanis2.9445andtheresourcemanagementstrategies,whosemeanis2.8500.Thelastoneisthemeta-cognitivestrategies,whosemeanis2.7148.Thesefourcategoriesarealljustpasttheaveragescore.Thereare3strategies’scoresarebetween3.5and4.4,whichare“oftenused”:ThestrategytheyusemostisStrategy11,whichis“Whiledoingreading,Iusuallyscanthetexttofindspecificinformationquickly”.Strategy21takesthesecondplace,whichis“Whilereading,Igetthemainideathroughthetitle,sub-titleofthetextandthefirstandthelastsentenceofeachparagraph”.Thethirdmostlyusedisstrategy10,whichis“Whendoreadingcomprehensions,Iskimtogettheoutlinebeforeunderstandingeverysinglesentence”.Allofthembelongtothecognitivestrategiescategory.Thereare5strategies’scoresarebetween1.5and2.4,whichare“seldomused”.Theyarestrategy4,5,22,26and27.Strategy4andstrategy5belongtometa-cognitivestrategies.Strategy26andstrategy27arepartofsocial/affectivestrategies.Strategy22isconnectedtocognitivestrategies.Thelowfrequencyofmeta-cognitivestrategiesandsocial/affectivestrategiesareliketheoverallsituationofstudentstrategiesuse.Theresultshowsthatstudentsaregoodatusingcognitivestrategies,especiallyskimmingandscanning.Studentssometimesusemostofthereadingstrategies.Onlyabout17%ofthereadingstrategiesareseldomused,includingtwometa-cognitivestrategies,twosocial/affectivestrategiesandonecognitivestrategy.Noonestrategyhereisneveroralmostneverusedandalsononeisalwaysusedbyparticipants.Maybethestudentsjustlackpracticeandenoughprofessionalstrategiestraining.4.1.2Students’Useofspecificstrategies4.1.2.1Theuseofmeta-cognitivestrategiesMeta-cognitivestrategiescover9itemsinthisquestionnaire.Thesestrategiesincludeself-monitoring:(strategy1and2);selectiveattention:(strategy3);planningandarranging(strategy4);self-management:(strategy5);advancedorganization(strategy6);directedattention:(strategy7);self-evaluation(strategy8and9).Table4-327\npresentsthemeta-cognitivestrategiesuseinthepresentinvestigation.Table4-3MeanandSDofMeta-cognitiveStrategiesUseMinMaxMeanSDItem1153.33331.24106Item2142.5667.85836Item3152.76671.10433Item4152.2667.98027Item5142.0333.92786Item6153.10001.21343Item7153.3333.99424Item8152.53331.00801Item9142.5000.90019Fromthetable,wecanclearlyseethat78%oftheseitemshaveascorebetween2.5and3.4,whichmeanstheyareallsometimesusedbytheparticipants.Amongtheseitems,strategy1(mean=3.3333)andstrategy7(mean=3.3333)takethetopplaceofthelist.Strategy1is“Whenreading,Idon’treadthewordsaloudorintheheart”.Strategy7is“Whilereading,Iwillconcentrateonacertaintask,ignoringsomeirrelevantfactors.”Thesecondoneisstrategy6(mean=3.100),whichis”Beforereading,Iwilldeterminetheproblemstobepaidattentiontoandtheonestobesolved”.Thesethreestrategiesallgetascorehigherthan3.0.Amongtheseitems,therearetwoseldomusedstrategies,thatis,strategy4(mean=2.2667)andstrategy5(mean=2.0333).Strategy4is“Iwillmakeaplanforreading,includingselectionandarrangementofreadingmaterial”.Strategy5is“IwillreadEnglishnovels,newspapersandmagazinesself-consciouslyafterclass”.Basedonthedatahere,wecaninferthatstudentsusuallysometimesusemeta-cognitivestrategiesintheirreading.Theysometimeshavetherightreadinghabitsasstrategy1showstheydon’treadthewordsaloudorintheheart.Theysometimespaydirectattentionandselectiveattentiontoreading.Theyconcentrateonacertaintaskanddeterminetheproblemstobepaidattentiontoandtheonestobesolved,ignoringsomeirrelevantfactors.However,insomedegree,theyareshortofthesenseandabilityofautonomouslearning.Theyseldomplanbeforereadingandarenotgoodatmanagingtheirreading.28\nTheyseldommakeaplanforreading,includingselectionandarrangementofreadingmaterials.TheyseldomreadEnglishnovels,newspapersandmagazinesafterclass.Afterstudyinginseniorschoolfortwoyears,studentsacquiresomereadingstrategiesintheEnglishclass.Theysometimesusethesestrategiesintheirreadingpractice.InmostoftimewhattheyusuallydoistofinishtheEnglishexercisesandhomework.Theyseldomhavetheirownreadingplanningorreadinghabits.Maybetheyhardlyspareanytimetodoafter-classreadingintheirbusystudy,letaloneafter-classEnglishreading.4.1.2.2TheuseofcognitivestrategiesCognitivestrategiesinthisquestionnaireinclude13items,whichcoverskimming(strategy10;20and21);scanning(strategy11);contextualization(strategy12and17);deduction(strategy13);inferring(strategy14);transfer(strategy15;18and19);elaboration(strategy16);summarizing(strategy22).Table4-4showstheresultofcognitivestrategiesuseinthisinvestigation.Table4-4MeanandStandardDeviationofCognitiveStrategiesUseMinMaxMeanSDItem10253.50001.04221Item11153.63331.27261Item12153.2333.97143Item13153.00001.01710Item14152.4667.93710Item15152.66671.09334Item16152.50001.16708Item17153.16671.05318Item18153.03331.24522Item19253.0333.92786Item20153.33331.29544Item21153.60001.37966Item22142.3333.88409Accordingtothetable,about69%ofthesecognitivestrategiesgettingascore29\nbetween2.5and3.4,whicharesometimesusedbyparticipants.Itshouldbenotedthatthreecognitivestrategiesheregetascorehigherthan3.5.Thismeanstheyareoftenused.Thestrategytheyusemostisstrategy11(mean=3.6333),whichis“Whilereading,Iusuallyreadthetextfasttoscanspecificinformation”.Strategy21(mean=3.6000)takesthesecondplace,whichis“Whilereading,Igetthemainideathroughthetitle,sub-titleandthefirstandthelastsentenceofeachparagraph”.Thethirdmostlyusedisstrategy10(mean=3.5000),whichis“Whendoingreadingcomprehension,Iskimtogettheoutlinebeforeunderstandingeverysinglesentence”.Thereisonlyonestrategyseldomused,whichisstrategy22“Afterreading,Iwillsummarizeeffectivereadingmethodsandtechniques”.Theresultshowsthatstudentsaregoodatdoingscanningandskimming.Theyoftenskimthetitle,sub-titleandthepassagetogettheoutlineandscanthepassagetogetspecificusefulinformation.Wecanlearnthattheyareawareofsomecommonreadingskillslikeskimming,scanning,predicting,andanalyzinglongsentencesintheirtextbookandtrytousethem.Italsoshowsthatstudentsseldomsummarizetheirreadingmaterialsandthinkabouttheirreadingmethods.Thepossiblereasonmaybethatteachersoftentrainthesereadingstrategiesintheclassbyonlyusingreadingactivitiesinthetextbook.Besides,mostofseniorEnglishreadingexercisesaremultiplechoice,thesecognitivestrategiesareeffectiveforstudentstogettherightanswers.4.1.2.3Theuseofsocial/affectivestrategiesSocial/affectivestrategiescover6itemsinthisinvestigation.Theyincludeself-reinforcement(strategy23;24;25and28)andcommunicationswithothers(strategy26and27).Table4-5MeanandStandardDeviationofSocial/affectivestrategiesUseMinMaxMeanSDItem23153.36671.09807Item24153.46671.22428Item25153.20001.18613Item26142.36671.12903Item27152.4000.85501Item28152.86671.1957830\nTable4-5illustratesthesituationofsocial/affectivestrategiesusedinthisinvestigation.67%ofsocial/affectivestrategiesusefrequencyis“sometimesused”.Besides,twostrategiesare“seldom”used,thatisstrategy26(mean=2.3667)andstrategy27(mean=2.4000.).Strategy26is“IwillgethelpbymeansofdiscussingproblemsinEnglishreadingwiththeteacherandclassmates.”Strategy27is“IalwaysexchangereadingexperienceandgainsintheEnglishreadingwithmyteacherandclassmates”.Fromtheresult,wecaninferthatstudentssometimesenhancetheirconfidenceofEnglishlearningbyencouragingthemselvesandgivingthemselvesarewardwhenmakingprogressinEnglishreading,whichisagoodwaytobuildtheirconfidence.Theysometimestrytoovercomeorlowertheiranxietyduringreading.Buttheyseldomaskhelporexchangereadingexperiencewithteachersandclassmates,whichisnotgoodfortheirreadingstudy.Thepossiblereasonforthismaybethattheyarebusytofinishtheexercisewithoutthinkingagain,ortheydonotwantto.Formoststudents,whatisthemostdifficultishowtofindoutthecontextincludingtheanswerinformation,whichneedsalotoftimetoexperienceandtoacquire.4.1.2.4TheuseofresourcemanagementstrategiesThereareonlytwomanagementstrategiesinthisquestionnaire,whichareitem29anditem30.TheycovertheresourcemanagementstrategiesofusinglibraryandtheInternetorreferrencebookstohelpreading.Table4-6showstheresultoftheuseofresourcemanagementstrategiesinthisinvestigation.Table4-6MeanandStandardDeviationofManagementStrategiesUseMinMaxMeanSDItem29152.9333.98027Item30142.7667.85836Bothofthesetwostrategiesaresometimesused,strategy29(mean=2.9333)whichis“Iwillusethedictionarytofindoutthemeaningsofnewwords”andstrategy30(mean=2.34)whichis“IcanusetheInternettogetinformationrelatedtothereadingtopic”.About27%ofparticipantsoftenoralwayslookupthedictionarytofindoutnewwords’meanings.Andonly37%ofparticipantsoftenoralwaysgofortheInternettogetthearticle-relatedinformation.Onepossiblereasonhereisthattheydonothavea31\nconvenientaccesstotheInternetortheyareoverburdenedwithschoolwork.TheydonothavesufficienttimeontheInternetandevenononesinglesubjectofEnglish.AccordingtotheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003),highschoolstudentsshouldchoosereadingstrategiesthataresuitableforthemselvesandkeepadjustingthesestrategiestodifferentsituations.Thegoalsoflearningstrategies(seventhlevel)aretorequirestudentstousereferencebooks,libraries,theInternettoacquiremoreEnglishinformationtoenrichknowledge.TheresultofthisquestionnairehaspointedoutthatwehavetoemphasizetheimportanceofusingdictionaryandtheInternet.4.2Teachers’InstructionFocusesofReadingStrategiesTeachers'readingstrategiesinstructionfocusesareanalyzedfromtheinstructionofeachreadingstrategyandeachcategoryreadingstrategiesaccordingtothefollowingcharts.Table4-7MeanandStandardDeviationofeachCategoryofReadingStrategiesInstructedResourceMeta-cognitiCognitiveSocial/AffectiveManagementOverallveStrategiesStrategiesStrategiesStrategiesMean3.85194.02574.17783.40003.8639SD1.0491.8807.96021.22361.0284Table4-8MeanandStandardDeviationofeachReadingStrategyInstructedMinMaxMeanSDItem1154.26671.09978Item2152.86671.24595Item3254.0667.79881Item4254.06671.03280Item5353.8667.91548Item6253.80001.26491Item7153.80001.20712Item8253.8667.91548Item9254.0667.9611532\nItem10254.06671.03280Item11154.4667.74322Item12354.4667.74322Item13254.26671.03280Item14152.93331.09978Item15353.9333.70373Item16253.06671.09978Item17253.80001.14642Item18254.06671.03280Item19354.4667.63994Item20354.0667.79881Item21454.8000.41404Item22253.9333.96115Item23154.53331.06010Item24354.6000.63246Item25254.3333.89974Item26254.1333.91548Item27153.80001.20712Item28253.66671.04654Item29153.26671.38701Item30253.53331.06010Fromthesetwotables,wecanlearnthattheoverallfrequencyofparticipants’readingstrategiesinstructionishigh.Theoverallmeanvalueis3.8639inthisinvestigation,whichmeansreadingstrategiesareoftentrainedintheteachers’view.Thefrequencyofsocial/affectivestrategiesinstructionisthehighest,whosemeanis4.1778.Thesecondiscognitivestrategieswhosemeanis4.0257andthethirdplaceismeta-cognitivestrategies,whosemeanis3.8519.Thelastoneistheresourcemanagementstrategies,whosemeanis3.4000.Thereare3strategies’scoresarebetween4.5to5.0,whichare“always”trained:Thefirstisthecognitivestrategy21(mean=4.8000)whichis“Whileteachingreading,Iwillaskmystudentstoglanceoverthetitle,sub-titleandthefirstandthelastsentence33\ntogetthemainidea”.Strategy24(mean=4.6000)takesthesecondplace,whichis“IencouragemystudentstobelievetheyareabletostudyEnglishreadingaswellasothersduringthelearningprocess”.Thethirdmostlytrainedisstrategy23(mean=4.5333),whichis“Ialwaysmotivatemystudentstotellthemselvesnottoloseheart,whenevertheydon’tperformwellinanEnglishtest”.Bothstrategy23andstrategy24belongtosocial/affectivestrategiescategory.Thereare4loweststrategies’scoresbetween2.5and3.4,whichare“sometimes”trained.1.Strategy2:Whenteachingreading,Iaskmystudentsnottolookbackatwordsthattheyhavealreadyread.2.Strategy14:Iwillaskmystudentstosumitupandpredictthefollowingcontent,whenevertheyfinishreadingoneparagraph,3.Strategy16:Whenteachingreading,Iwillaskmystudentstoassociatethesituationinthereadingmaterialwiththesimilarexperienceoftheirownorsomeoneelse’s.4.Strategy29:Iaskmystudentstoconsultthereferencebookswhentheymeetunfamiliarkeywords.Strategy2belongstometa-cognitivestrategies.Strategy14andstrategy16belongtocognitivestrategies.Strategy29belongstotheresourcemanagementstrategies.Theresultshowsthatteachersareconfidentabouttheirreadingstrategiesinstruction.87%ofthestrategiesareoftenoralwaystrained.Onlyabout17%ofthereadingstrategiesaresometimestrained.Thereisnoonestrategyhereseldomoralmostnevertrained.4.3Themaindifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocusesThemaindifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocusesareanalyzedfromthedifferenceofeachreadingstrategyandeachcategoryofreadingstrategiesuseandinstructionaccordingtothefollowingcharts.34\nTable4-9MeanandSDofEachCategoryofStudents’StrategiesUseandTeachers’InstructionFocusesMeta-cognSocial/AffecResourceCognitiveitivetiveManagementOverallStrategiesStrategiesStrategiesStrategiesStudentsMean2.71483.03852.94452.85002.8870useSD1.02531.09891.1147.91931.0396TeachersMean3.85194.02574.17783.40003.8639InstructionSD1.0491.8807.96021.22361.0284Table4-10MeanandSDofSpecificReadingStrategyofStudentsUseandTeachers’InstructionFocusesStudentsuseTeachersInstructionMeanSDMeanSDItem13.33331.241064.26671.09978Item22.5667.858362.86671.24595Item32.76671.104334.0667.79881Item42.2667.980274.06671.03280Item52.0333.927863.8667.91548Item63.10001.213433.80001.26491Item73.3333.994243.80001.20712Item82.53331.008013.8667.91548Item92.5000.900194.0667.96115Item103.50001.042214.06671.03280Item113.63331.272614.4667.74322Item123.2333.971434.4667.74322Item133.00001.017104.26671.03280Item142.4667.937102.93331.09978Item152.66671.093343.9333.70373Item162.50001.167083.06671.09978Item173.16671.053183.80001.14642Item183.03331.245224.06671.03280Item193.0333.927864.4667.6399435\nItem203.33331.295444.0667.79881Item213.60001.379664.8000.41404Item222.3333.884093.9333.96115Item233.36671.098074.53331.06010Item243.46671.224284.6000.63246Item253.20001.186134.3333.89974Item262.36671.129034.1333.91548Item272.4000.855013.80001.20712Item282.86671.195783.66671.04654Item292.9333.980273.26671.38701Item302.7667.858363.53331.06010Ingeneral,theoverallmeanofstudentsreadingstrategiesuseismuchlowerthanthatofteachersreadingstrategiesinstruction.Studentssometimesusemostofthereadingstrategiesintheirreading,whileteachersoftendoreadingstrategiestrainingintheirteaching.Wecanlearnthattheoverallfrequencyofparticipants’usingreadingstrategiesisnothigh,theresulthereisnotsatisfyingenough,whileteachersareconfidentabouttheirreadingstrategiesinstruction.Thereisagapbetweenstudents’realsituationofstrategiesuseandthatoftheteachers’strategiesinstruction.Aboutthestudentsreadingstrategiesuse,thefrequencyofcognitivestrategiesuseisthehighest,whosemeanis3.0385.Thesecondandthirdplacearesocial/affectivestrategies,whosemeanis2.9445andtheresourcemanagementstrategies,whosemeanis2.8500.Thelastoneisthemeta-cognitivestrategies,whosemeanis2.7148.While,fortheteachersreadingstrategiesinstruction,thefrequencyofsocial/affectivestrategiesinstructionisthehighest,whosemeanis4.1778.Thesecondiscognitivestrategieswhosemeanis4.0257andthethirdplacemeta-cognitivestrategieswhosemeanis3.8519.Thelastoneistheresourcemanagementstrategies,whosemeanis3.4000.Therearesomedifferencesbetweendifferentstrategiescategories.Fromthedata,welearnthatthestudentsusuallydospecificreadingtasksanddirectlygetinformationfromreadingmaterials,therefore,theiruseofcognitivestrategiesisthehighest.Whileteachersareguidersofreadingteaching,theyclearlyknowthatstudents’emotionalstatesareimportantfortheirreadingperformance.Teacherscareaboutstudentsaffectionsandusuallyencouragestudentsduringreadingteaching.Soitisnaturalthatteachers’social/affectivestrategiesinstructionishigherthanotherstrategies.36\nAmongthehighscorestrategies,strategy21,thecognitivestrategy,isbothwhatthestudentsoftenusedandtheteachersalwaystrained.Itshowsthattheteachershighlightskimming,andthestudentsarealsogoodatit.Aboutthestudentsreadingstrategiesuse,threeofthe“oftenused”strategiesallbelongtocognitivestrategies.While,fortheteachersreadingstrategiesinstruction,theothertwoalwaystrainedstrategies,thatis,strategy23andstrategy24,belongtosocial/affectivestrategiescategory.Studentsusecognitivestrategiesmuchoften,especiallyskimmingandscanning,whileteachersthinktheyfocusmoreonsocial/affectivestrategies,especiallyonenhancingstudents’confidenceinEnglishreading.Amongthelowscorestrategies,allthestudents“seldomused”strategiesandtheteachers“sometimestrained”strategiesaredifferent.Aboutthestudentsreadingstrategiesuse,theyseldomusestrategy26andstrategy27,whichbelongtosocial/affectivestrategies,while,fortheteachersreadingstrategiesinstruction,theysometimestrainstrategy14andstrategy16,whichbelongtocognitivestrategies.Studentsseldomaskhelpfromothersorexchangereadingexperiencewithteachersandclassmates,whileteacherssometimesaskstudentstosummarizeorpredictbetweenparagraghs,whichcanexplainwhystudentsseldomusestrategy22.Teachersalsosometimesstresstheimportanceofassociatingthesituationinthereadingmaterialwiththesimilarexperience.4.4Factorsinfluencingthedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocusesAccordingtodataofthetwoquestionnaires,students“sometimes”usemostreadingstrategies,andthegeneralsituationisok,whichneedstobedevelopedfurther.Interviewswereconductedamong10studentsand5teachers.Thefollowingarequestions:a.DoyouthinkitisimportanttodoreadingstrategytraininginEnglishlearning/teaching?Why?b.DoyouthinkyourEnglishlearning/teachinglackstheguidanceandtrainingofEnglishreadingstrategies?Why?c.Whatisyourdifficultyinlearning/teachingofreadingstrategies?d.DoyouthinkitisnecessarytosetupaspecialEnglishextracurricularreadinglessontosupplementEnglishreadingmaterialsinthetextbook,suchasreadingEnglishnovels,newspapersandmagazines?Why?e.DoyouthinkitisnecessarytosetupaspecialEnglishreadingstrategytrainingcourse,suchasskimming,scanning,findingthekeyinformationorguessingthemeaning?37\nWhy?Aboutthefirstquestionofimportanceandneedofreadingstrategiesuseandinstruction,80%studentsthinktheylackreadingstrategiesinstruction,andalso80%studentsthinkitisnecessarytohavereadingstrategiesinstructionlessonintheirstudy.Althoughfromthedata,teachersoftendoreadingstrategiesinstruction,teachersarealsonotsatisfiedwiththerealsituationandstudents’readingperformanceintheirEnglishstudy.40%teachersthinktheirteachingshouldaddmorereadingstrategiesinstruction,allteachersthinkitisnecessarytohavereadingstrategiesinstructionlesson.Theresultshowsthatmostteachersandstudentsarenotsatisfiedwiththepresentsituationofreadingstrategiesinstruction.Aftertheinterview,wefindthatmostteachersreadingstrategiesinstructionsareimplicitinthereadingactivitiesdesignedinthetextbook.Teachersusuallyteachintensivereadinginthreestages:pre-reading;while-reading;andpost-reading.Duringeachstage,studentsfinishsomereadingtasks.Teachersseldomtellthestudentsthenameofstrategies,whytochoosesuchreadingstrategieseventhebenefitsofreadingstrategies.Halfofreadingclassisoccupiedbytheexplanationofwords,phrases,sentencesstructuresandgrammarknowledgeofthetext,whichiscommonlyacceptedbymostteachers.Therefore,studentsfeelthattheyjustdosomereadingpracticeinandafterclassandtheylearnmuchlanguageknowledgeduringclass.Theydonotclearlyknowwhatreadingstrategiesarelearnedinclass.AccordingtotheNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003),highschoolstudentsshouldchoosereadingstrategiesthataresuitableforthemselvesandkeepadjustingthesestrategiestodifferentsituations.Thefactisthatalthoughourtextbooksembedreadingstrategiesintothecurriculaandprovidesomestrategy-embeddedreadingactivities,thereareseldomexplicitexplanationsofbenefitsandapplicationsofthereadingstrategies.“However,unlessthestrategiesareexplained,modeled,orreinforcedbytheclassroomteacher,studentsmaynotbeawarethattheyareusingstrategiesatall”(Cohen,2000).Accordingtothesurvey,40%teachersalsoteachreadingskillsinreadingpracticebyusingsomereferencebooks.20%teachersgivesomelecturesaboutreadingstrategiesaboutscanning,skimming,referringandguessingthemeaningsofnewwordsbeforetheexam.However,mostteachers’Englishreadingteachingslacksystematic,organizedandaproperperiodoftimestrategiesinstructionandreinforcement.38\nTherefore,studentslackenoughstrategiesinstructionintheirstudy.Thereadingteachingtasksarenotflexible.Teachersusuallyaskstudentstoskimandscanthepassagetodomultiplechoice,raisequestionsforstudentstoanswerandfillintheblankstosummarizethetext.Theprocessofreadingteachingisinflexible,whichmakethelessonsboring.Boththeteachersandstudentsthinkgrammarandvocabularyteachingstilloccupyalotoftimeinthereadingclass.Aboutdifficultyinlearning/teachingofreadingstrategies,foronething,bothteachersandstudentsthinkreadingstrategiesteachingtimeislimited.Afterteachingorlearningastrategy,thereisaneedofaperiodoftimetopracticeandconsolidatethereadingstrategy.Foranother,teachersfinditdifficulttoselectproperreadingmaterialstoteachsomespecificreadingstrategies.Besides,someteacherslackaknowledgeofreadingstrategiestraining.Aboutthelasttwoquestions,mostteachersandstudentsthinkitisnecessarytoaddmorereadingstrategiesinstructionlessonandEnglishextracurricularreadingclassbesidestextbookstudy.SomeofthemthinkitishelpfultosupplementEnglishreadingmaterialsinthetextbookteaching,suchasreadingtextbooks,newspapers,magazinesandreadingexercisesbooks.Furthermore,seniorhighstudentsdonotpayenoughattentiontoEnglishstudy.60%studentslaytheEnglishstudyatthelastplaceorthelastbutoneplaceamongallthesubjects.Theyaretoobusytospareenoughtimetodoenoughreadingstrategiespracticeandconsolidation,especiallyafterclass.60%studentsseldomreadanyEnglishnewspapers,magazinesornovels.About40%studentsthinktheylackenoughvocabularies,whicharebarriersofusingreadingstrategies.39\nChapterFiveConclusionInEnglishlearning,readingstrategieshavebeenpaidmuchattention.ItisanimportanttaskthathighschoolEnglishteacherscultivatestudents’goodreadinghabitofusingreadingstrategieswellsoastoimprovetheirreadingproficiencyespeciallywhenthenewEnglishCollegeEntranceExaminationsetshigherrequirementsforhighschoolstudents,especiallyinextensivereading,comprehensiveinformationandknowledgeinmanyfields.Accordingtotheanalysisinchapterfour,therearesomefindingsandpedagogicalimplications,whichmaybehelpfulforstudents’readingstudyandteachers’readinginstruction.5.1MajorFindingsThisthesishasinvestigatedthestatusquoofEnglishreadingstrategiesuseoftheseniorhighschoolstudents,thepresentteachers'readingstrategiesinstructionfocuses,andfactorsinfluencingthedifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocuses.Withdatacollectedfromthequestionnairesandtheinterviewsresultsanalyzedinchapterfour,thefollowingaresomemajorfindingsinthisinvestigation.First,forthegeneralsituationoftheseniorstudentsreadingstrategiesuse,theoverallfrequencyofreadingstrategiesstudentsuseis“sometimesused”.Studentssometimesusemoststrategieswhosefrequencyisjustalittlebithigherthantheaveragescore.Fourcategoriesofreadingstrategiesare“sometimesused”byhighschoolstudents,includingmeta-cognitivestrategies,cognitivestrategies,social/affectivestrategiesandresourcemanagementstrategies.Cognitivestrategiestakethelead,andsocial/affectivestrategiestakethesecondplace.Resourcemanagementstrategiesandmeta-cognitivestrategiesarethethirdandthelast.Thesefourcategoriesarealljustpasttheaveragescore.Thereisnoonestrategyherealmost“neverused”.Second,aboutthepresentteachers'readingstrategiesinstructionfocuses,theoverallfrequencyofteachersreadingstrategiesinstructionis“ofteninstructed”,whichismuchhigherthanthatofstudents’useofreadingstrategies.Intheteachers’view,40\n87%ofthestrategiesare“oftenoralwaystrained”andonlyabout17%ofthereadingstrategiesare“sometimestrained”.Thefrequencyofsocial/affectivestrategiesinstructionisthehighest.Thesecondiscognitivestrategiesandthethirdplaceismeta-cognitivestrategies.Theresourcemanagementstrategiescomesthelast.Thereisnoonestrategyhere“seldomoralmostnevertrained”.Third,thereisamajordifferencebetweenthestudents'readingstrategiesuseandtheteachers'readingstrategiesinstructionfocuses.Ingeneral,theoverallmeanofstudentsreadingstrategiesuseismuchlowerthanthatofteachersreadingstrategiesinstruction.Students“sometimes”usemostofthereadingstrategiesintheirreading,whileteachers“often”doreadingstrategiestrainingintheirteaching.Thereisagapbetweenstudents’realusingconditionandteachers’instructioncondition.Therearestillsomesignificantdifferencesinsomespecificstrategies.Fourth,somefactorsinfluencethedifferencebetweenstudents’realusingconditionandteachers’instructioncondition.Mostteachers’readingstrategiesinstructionsareimplicitinthestrategy-embeddedtextbookteachingwithoutexplicitexplanationsandappliacationsofthereadingstrategies.Sostudentsmaynotbeawareofreadingstrategiesinstruction.Mostteachers’Englishreadingteachingslackaproperperiodoftimeofsystematic,organizedstrategiesinstructionandreiforcement.Therefore,studentslackenoughstrategiesinstructionintheirstudy.Besides,thereadingteachingtasksarenotflexible.Grammarandvocabularyteachingstilloccupyalotoftimeinthereadingclass.SeniorhighstudentsdonotdevoteenoughenergytoEnglishstudy.Theyaretoobusytospareenoughtimetodoenoughreadingstrategiesstudyandreiforcement,especiallyafterclass.Someseniorstudentslackenoughvocabulary,whichareobstaclesforthemtousereadingstrategies.5.2PedagogicalImplicationsTherearesomepedagogicalimplicationswecanconcludefromtheresults.First,EnglishteachersshouldlayemphasisontheinstructionofvariousEnglishreadingstrategies.AftermorethantenyearsEnglishCurriculumReform,teachersmoreorlesshavechangedtheirideasoftheirrolesandtheirwaysofteaching.Asanorganizer,conductor,participatorandfacilitatorinthelearningprocess,teachersknowstudentsarethesubjectoftheirownlearning.However,studentshavenotestablishedthehabitoflearningautonomously.Theydon’thavetheabilitytotakecontroloftheir41\nownlearningprocessandadjustlearningapproaches.Itisnecessaryforteacherstohelpstudentswiththeirreadingstrategiesconstructiontoachievebetterreadingproficiency.SoteachersshouldtrytofindnewmethodsforEnglishreadingteachingforthebenefitofthestudentstoacquirenewknowledgeandinformationtoexpandstudents’knowledgestorage,andimprovetheirabilityofanalyzingandhandlingproblemsinthelongrun.Studentsandteachersshouldworkandhelpeachothertogetmutualdevelopment.Second,Englishteachersshouldaddexplicitandsystematicreadingstrategytrainingtoeverydayreadingteaching.Thepresentsituationshowsthattheimplicitstrategy-embeddedtextbookteachingcan’tmeetthehighrequirementsofthenewEnglishCollegeEntranceExamination.Teachersshouldaddsomeexplicitsystematicstrategiesinstructioninreadingteaching.Teachersshoulddescribe,model,discussreadingstrategiestomakesurestudentsfullyunderstandtheimportanceandapplicationofstrategies.Atthesametime,readingstrategiesneedtobepracticeduntilstudentscanusethemflexiblytodealwithallkindsofreadingtasks.Duringthelastyearofseniorstudy,studentsalmostfinishtheirtextbookstudy.Itisagoodtimeforteacherstodoexplicitsystematicstrategiesinstructionandreiforcementinreadingteaching.It’simportantforteacherstofindgoodwaystohelpstudentscombinecognitivestrategywithmeta-cognitivestrategy,social/affectivestrategyandresourcestrategytopromoteautonomouslearning.TeachersshouldgivearegularguidanceontheuseofEnglishreadingstrategies,whichcankeepstudentsbeinginterestedinstrategytrainingandbuildupthemechanismofself-monitoringandself-evaluation.Third,studentsshouldenlargetheirafter-classreadingtoconsolidatereadingstrategiesuse.AccordingtoNationalEnglishCurriculumStandardsforGeneralSeniorHighSchool(2003),thebasicrequirementforanordinaryhighschoolgraduateistoread230thousandwordsextracurricularmaterials.Itcan’tbemetonlybystudyingthetextbook.Teachersshouldhelpstudentsreadmoreusefulandsuitablereadingmaterials,suchasbooks,magazinesandnewspapers,evenencouragestudentstobrowseonlinetoenlargetheirreading,whichnotonlyarousethestudents’interestsinEnglishreadingbutalsoconsolidatetheirreadingstrategiesafterclass.ThereforetheirEnglishreadingproficiencywillbehelpedalot.42\n5.3LimitationsoftheResearchandSuggestionsforFurtherStudiesAlthoughthisinvestigationgetssomeresultsofEnglishreadingstrategiesusedbyhighschoolstudentsandtrainedbyhighschoolteachers,therearesomelimitations,owingtolackofexperienceandlimitedabilityoftheauthor.Besides,itislimitedinthesmallnumberofparticipants.Theinvestigationisconductedinsenorthreeinmyownschool.Onlyabout100studentquestionnairesand15teacherquestionnairesarecollected.Theresultsmaynotbegeneralizedtoothergroupsoflearnersbecauseoftheirdifferentlearninglevel,learningstyle,motivationandfamilybackgroundandsoon.Furtherstudiescanlayemphasisonmoredetailedandspecificreadingstrategiesmodeltrainingandfocusonfactorstoimprovestudents’readingproficiencyintheprocessofreadingstrategytraining.43\nBibliographyBrown,H.D.PrinciplesofLanguageLearningandTeaching.3rded.ForeignLanguageTeachingandResearchPress,1994.Print.Anderson,N.J.ExploringSecondLanguageReading:IssuesandStrategies.Beijing:ForeignLanguageTeachingandResearchPress,2004.Print.Auerbach,E.R.&Paxton,D.“It’snottheEnglishthing:BringingreadingresearchintotheESLclassroom.”TESOLQuarterly31(1997):237-261.Print.Barnett,M.A.MoreThanMeetstheEye:ForeignLanguageReading:LanguageinEducation:TheoryandPractice.EnglewoodCliff,NJ:PrenticeHallRegents,1989.Print.Block,E.“TheComprehensionStrategiesofSecondLanguageReaders.”TESOLQuarterly31(1986),(3):463-494.Print.Brown,A.L.,Armbruster,B.B.&Baker,L.Theroleofmetacognitioninreadingandstudying.InJ.Orasanu(ed.)ReadingComprehension:Fromresearchtopractice.Hillsdale,NJ:LawrenceErlbaum(1986):49-75.Print.Carrell,P.L.“FacilitatingESLReadingbyTeachingTextStructure.”TESOLQuarterly,19(1985):727-752.Print.Carrell,P.L.“MetacognitiveStrategyTrainingforESLReading.”TESOLQuarterly,23(1989):647-678.Print.Carrell,P.L.&Devineetal(eds).InteractiveApproachestoSecondLanguageReading.Cambridge:CambridgeUniversityPress,1988.Print.Chamot,A.U.&O'Malley,J.M.“LearningstrategyapplicationswithstudentsofEnglishasasecondlanguage.”TESOLQuarterly,19(3)(1985):557-584.Print.Chamot,A.U.&O'Malley,J.M.LearningStrategiesinSecondLanguageAcquisition.Cambridge:CambridgeUniversityPress,1990.Print.Chamot,A.U.&O'Malley,J.M.“TheCognitiveAcademicLanguageLearningApproach(CALLA):Amodelforlinguisticallydiverseclassrooms.”TheElementarySchoolJournal,96(3),1996.Print.Chamot,A.U.,Robbins,J.&El-Dinary,P.B.“LearningstrategiesinJapaneseforeignlanguageinstruction.”FinalReport.(ERICClearinghouseonLanguagesandLinguistics,No.ED370346),1993.Print.44\nChamot,A.U.,Kupper,I.andImpink-Hernandez,M.V.AStudyofLearningStrategiesinForeignLanguageInstitution;FindingsoftheLongitudinalStudy.Mclean.Via;InterstateResearchAssociates,1987.Print.Cohen,A.D.StrategiesinLearningandUsingaSecondLanguage.London:Longman,1998.Print.Cohen,A.D.StrategiesinLearningandUsingaSecondLanguage.Beijing:ForeignLanguageTeachingandResearchPress,2000.Print.Cohen,A.D.“LanguageLearning:InsightforLearner.”TeachersandReadersNewYork:NewburyHouse/Harper&Row.1990.Print.Ellis,R.TheStudyofSecondLanguageAcquisition.Shanghai;ShanghaiForeignEducationPress,1999.Print.Garner,R.MetacognitionandReadingComprehension.Norwood,N.J.:AblexPublishing,1987.Print.Goodman,K.S.,‘Psycholinguisticuniversalsinthereadingprocess’[A]inSmith,F(ed).Psycholinguisticsandreading[C]1973.Print.Goodman,K.S.TheReadingProcess.InP.L.Carrell,J.DevineandD.E.Eskey(eds.),InteractiveApproachestoSecondLanguageReading.Cambridge:CUP,1989.Print.Horiba,Y.“ComprehensionprocessesinL2reading:Languagecompetence,textualcoherence,andinferences.”StudiesinSecondLanguageAcquisition,18(1996):433–473.Print.Hosenfield,C.“APreliminaryInvestigationofReadingStrategyofSuccessfulandUnsuccessfulSecondLanguageLearners.”System5(1977):110-123.Print.InA.Davies,C.CriperandA.P.R.Howart(eds)Interlanguage.Edinburgh:EdinburghUniversityPress,1984.Print.Johnson,K.&Johnson,H.,EncyclopedicDictionaryofAppliedLinguistic:AHandbookforLanguageTeaching.NY:BlackwellPublishersLtd,1998.Print.Kern,R.G.“Secondlanguagereadingstrategyinstruction:itseffectsoncomprehensionandwordinferenceability.”ModernLanguageJournal,73(2)(1989):135-I49.Print.Oxford,R.L.“Useoflanguagelearningstrategies:Asynthesisofstudieswith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C、有时D、经常E、总是30.我要求学生利用图书馆或互联网等资源获取信息.A、从不B、很少C、有时D、经常E、总是谢谢合作！53\n附录三：Interviewquestions:1.你认为在英语学习/教学中阅读策略训练重要吗？为什么？2.你觉得自己的英语学习/教学欠缺英语阅读策略的指导和训练吗？为什么？3.你在阅读策略的学习/教学中有些什么困难？4.你觉得有必要设置专门的英语课外阅读课并补充教材之外的英语阅读材料吗？如阅读小说，报刊，杂志，阅读训练册等。5.你觉得有必要设置专门的英语阅读策略训练课吗？如略读，扫读，跳读，快速查找大意、关键信息或猜测词义等。54\nAcknowledgementsFirst,Iamwillingtosendmywhole-heartedthankstomyadvisorProfessorxx,whocontributesalottomychoiceofthisstudyandleadsmetoconstructitclearlyandmeaningfully.Icompleteandimprovethisthesisunderherpatientinstruction,criticalcomments,carefulcorrectionandconstantencouragement.Ithankalltheteacherswhoteachme,especiallyProfessorZhengHongying,ProfessorYinShiyin,ProfessorLinJin,andProfessorZhangJunetc.Fromtheirlectures,instructionsandcriticalcomments,Ihavebenefitedalot.Iwouldliketoexpressmydeepestgratitudetotheteachersandstudentsinmyschoolfortheirsupportduringmywritingofthethesis.Lastbutnotleast,Ialsothankmyfamilymembers,whoaresupportingandencouragingmeintheprocessofwritingthethesis.Withtheirselflessdevotiontome,Icouldmakethethesisachieveitsfinalform.55