Optimizing Reading Activity Design In GET～2 Framework To Facilitate Reading Strategy Training Through Textbooks

Through the history of nearly 40 years, people have made remarkable progress in the study of language learning strategy in the West. China lagged behind for almost 20 years. Based on the studies and researches abroad, the study on language learning strategy is in full swing at home during these years. The mysterious veil of good language learners is gradually uncovered, which instills unsuccessful learners who thought their lack of success is due to fixed and unchangeable causes with hope and confidence. Nevertheless, it is by no means easy to change a learner's stereotypical learning habit and cognitive style to train them to use listed learning strategies autonomously and flexibly, as the case in college English reading teaching for non-English majors.Reading strategy training has been given growing weight during these years, with the emergence of various versions of methodology, numerous models of strategy training and textbooks with the emphasis of reading strategies, but learners do not make progress as much as have been anticipated. There may be more than one reason for the underachievement of reading strategy training, among which ineffective Reading Activity design in textbooks should accounts for the basic one, because textbooks have such a far-reaching effect on developing non-English majors' independence and autonomy in learning to read. Admittedly, our existing reading textbooks for non-English majors have made successful introduction to a wide choice of reading strategies in their Reading Activity, but the trouble is that reading strategy training cannot be fully integrated into the design of Reading Activity for the convenience of teachers' instruction and students' self-learning. Oriented to the problem, the objective of the thesis is to construct GET~2 framework—a theory-grounded framework to optimize Reading Activity in the hope of realizing the integration of reading strategy training into textbooks.Grounded on the nature of reading, constructivism and major principles of textbook compiling as well, GET~2 framework is proposed that Reading Activity be designed under the guidance of: Genre analysis for analyzing the structure of the materials; Transformation for comprehending the text from different levels; Transfer for further learning and develop other skills in language learning; Evaluation for arousing learners' awareness of deploying reading strategies and forming their own strategies of learning along the pre-reading, while-reading and post-reading process. To make the term easier to remember, the first letter of the four procedures are reorganized into GET~2 ("get"), reminding both teachers and textbook compilers of always instructing students to interact with the writer to really get something constructed and internalized as one's own while reading actively instead of passively receiving the information.The thesis consists of 6 chapters:Chapter 1 sets out the general background of this research. It introduces college English reading teaching requirements for non-English majors in china, pointing out the important role of reading strategy training and the dilemma of reading strategy training through textbooks.Chapter 2 deals with the research literature on reading strategy training and the integration of reading strategy into teaching and instruction. The related studies on ISRI (Integrating Strategic Reading into L2 Instruction) proposed by Joy Janzen and Fredericka L. Stoller in 1998 and ACTIVE Reading Strategy Training Model by Anderson are introduced in the chapter, which help propose GET2 framework.Chapter 3 paves the theoretical bases for GET~2 framework (Genre analysis-Evaluation-Transformation-Transfer): the nature of reading process, constructivism and the main principles of textbook compiling. This part answers why GET~2 framework can help optimize Reading Activity in textbooks and facilitate reading strategy training.Chapter 4 and Chapter 5 are connected closely to elaborate the application of GET~2 framework in Reading Activity design of textbooks, occupying the focus of the thesis.Chapter 4 examines Reading Activity design from two widely-used and authoritative reading textbooks for non-English majors in China. In the part, the relationship between "strategy" and "skill" is clarified, strong points and problems are spotted in these textbooks, all of which contribute to the application of GET~2 framework in the following chapter.Chapter 5 explains the four components: "Genre analysis", "Evaluation", "Transformation", and "Transfer" which make up GET~2 framework, at great length, In this chapter, one can have a clear view on the definition, the types and the operating rules of the four procedures. A sample Reading Activity design is also presented in the chapter to further illustrate the framework. Anyway, the sample design is not to set a fixed model for designing Reading Activity in textbooks but to provoke further discussion and thinking in the field.Chapter 6 summarizes the main idea of the thesis and identifies limitations of it, closed with expectations of further researches.