A Study On Reading Strategy Training In Teaching Of English Reading In A Vocational College

Along with the deepening of the globalization of the economic activities, communication in economy and science with other countries becomes more frequent than before. English plays a much more important role in people's daily life. In vocational college, English is an important subject. But the role has changed a little recently. There are fewer and fewer grammar practices, while there is more knowledge related to their majors, such as, Accounting English, Tourism English and so on. People pay more and more attention to students' real competence. Among listening, speaking, reading and writing, reading occupies much in class teaching. However most of teachers still teach in a traditional way, teaching new words, grammar, sentence structures and translating passages. They care more about how to improve their teaching methods to help students understand passages passively instead of teaching students to use reading strategies to understand passages by themselves.Since the mid-1970s, many researchers have paid attention to second language learning strategies. By teaching learning strategies, teachers help students improve their learning methods, guide them in their own choice of learning strategies to facilitate learning, and therefore cultivate their autonomy.In China many researchers and teachers find out that reading strategies play an important part in effective reading, but few studies are on the training pattern of reading strategies in vocational college.Based on the theory of learning strategies, the purposes of the research are:(1)What reading strategies should be mastered by vocational college students.(2)Through certain training, students can master how to use them.(3)Reading strategies use can improve students' reading comprehension.The author carried out the empirical study in a vocational college in Hohhot. 87 students participated in it. The experimental group participant in the reading strategy training that incorporated into the regular English instruction, while the control group receives traditional way of teaching in the 12-week period. Both the two groups were pre and post tested with the same reading proficiency test. Both of them filled out questionnaire on reading strategies before and after the training. The result is that after receiving the reading strategy training, the students in the experimental group used certain strategies and made more significant progress than those in the control group.The thesis contains six parts. Part one contains the significance and purpose of the study. Part two expounds literature review of related reading strategy theory, reading strategies use and strategy training. Part three offers methodology including hypothesis, the subjects, the instruments, the procedures, data collection and data analysis that applied in this study and limitations of the study. Part four reports the data analysis and the discussion of the study. Part five gives the findings of the study. Part six comes to a conclusion.