A Comparative Approach To Reading Strategies In Second Language Learning

Language learning strategies (LLSs) are methods and ways consciously selected by language learners in word-guessing, word-remembering, grammar application and other language aspects to improve their language proficiency. The study was initiated by Rubin, Naiman, Frohich and other American and Canadian linguistists in the 1970s. Up to date, the study has been concerning with: 1) Strategies used by good learners; 2) differences in language learning strategy use by good and poor learners; 3) the correlation between learners' use of language learning strategies and their language proficiency; 4) factors influencing language learners' strategy use and 5) strategy training and its effects.Reading is the most important purpose and at the same time the most important means of language learning. Reading strategies refer to strategies (such as inferencing, deduction, concentrating on reading and other strategies) used by language learners aiming to improve their reading comprehension. Hence research on reading strategies is of great importance in language learning as well as in language teaching. The present study intends to investigate, from a cognitive perspective, reading strategies employed by the Chinese EFL college students while reading an English text and try to find out if there are differences in reading strategy use between good and poor Chinese learners. The author attempts to answer the following research questions:1) Do Chinese EFL learners make use of reading strategies in their L2 reading?2) Do good and poor Chinese EFL learners differ in their reading strategy use in L2 reading? If yes, then3) How do good and poor Chinese EFL learners differ in their reading strategy use?The study was carried out on 50 students (28 good learners and 22 poor learners) using a 4 -scale questionnaire of reading strategies. T test and U test were used to investigate if there were significant differences in their use of reading strategies. And the study revealed the characteristics of good and poor Chinese EFL learners in their use of reading strategies:1). The two groups were all frequent users of self-management (MET), repetition (COG), note-taking (COG), imagery (COG), and lowing anxiety (AFF/SOC) and infrequent users of self-monitoring (MET), selective-attention (MET), transfer (COG) and cooperation (AFF/SOC) (P>0.05).2). Good students tended to use more metacognitive strategies (self-planning, directive attention and self-evaluation) more frequently than poor learners (P<0.05 or PO.01). They were also good at using inferencing (COG), elaboration (COG), deduction (COG) and self-encouragement (AFF/SOC) (P