A Survey On The Application Of English Reading Strategies Of Senior High School Students

Reading strategy is an important factor that affects reading.Mastering English reading strategy plays an important role in improving students’ reading efficiency and the overall development of listening,speaking,reading,and writing skills.However,in the long-term teaching practice,the author finds that most students’ strategy awareness is not strong,their mastery of reading strategies is not satisfactory,and their reading ability needs to be improved urgently.Based on the relevant theories of English reading strategies and the actual situation of students,the author designed a questionnaire including meta-cognitive strategies,cognitive strategies and social/affective strategies.320 students from Grade two of Luanchuan No.1 Senior High School in Luoyang were selected as the research subjects to explore the following problems: the overall situation in using English reading strategies of senior high school students;the differences in the use of reading strategies between high score and low score students;the major factors that affect the use of English reading strategies of senior high school students.The survey instruments used in this study are questionnaire and interview outline,and SPSS software is adopted to analyze the collected data.The findings are as follows: Firstly,the overall application of high school students’ English reading strategies is at a medium level.Only 29.3% of students use strategies frequently,65%sometimes use strategies,and 5.7% seldom use strategies.Among them,social/affective strategies are the highest,followed by cognitive strategies,and finally meta-cognitive strategies.Secondly,there are obvious differences in the use of reading strategies between students in high and low groups.High score students have a good ability to make effectively use of context,speculation,summary,self-planning,self-monitoring and self-evaluation;they are good at making their own reading plans and take the initiative to expand the amount of extracurricular reading,while the students in low group are weak in these abilities.Thirdly,there are two main factors affecting the use of English reading strategies of senor high school students.The first is that most teachers do not pay enough attention to the teaching of English reading strategies,and the breadth and depth of the students’ strategy training are also not enough.The second is that students are not good at classifying and summarizing the strategies taught by teachers.Their understanding of strategies is rather vague,and they do not have enough extracurricular reading training,and they are not good at reflecting on their own reading effects,which makes it difficult to improve their reading ability.Some pedagogical implications are given according to the results of the survey.Teachers should help students establish correct reading concepts and consciously infiltrate reading strategies in teaching,especially meta-cognitive strategies.They should carefully design reading contents,respect the differences of students,and at the same time,strengthen students’ extracurricular reading guidance.