Pre-reading Strategy-Based Instruction In EFL Reading Class--An Action Research Approach

This thesis attempts to study the impact of strategies-based instruction on the teaching and learning of reading and to discuss the importance of pre-reading strategies through the action research on the students in Beijing Nursing School. It also provides some pre-reading teaching and learning strategies with practical samples to show how to use teaching strategies to lead, guide and support students to learn to use leaning strategies. Both quantitative and qualitative methods are used in the study. The data are collected from the questionnaires, interviews, student logs and teacher logs. The major findings of one semester's pre-reading strategies-based instruction show that under the teacher's instruction on pre-reading strategies, students can learn to use learning strategies to activate and develop prior knowledge to read more actively and independently.This thesis is divided into five chapters. Chapter One identifies the present problem in teaching and learning of reading in Chinese EFL classroom especially in vocational schools. It points out the significance of the current study and focuses on pre-reading strategy-based instruction. Chapter Two provides a review of the existing published literature about the theory of reading process, schema theory and strategy. Chapter Three describes the action research, including the procedures of the instruction and the results and analyses of it. Chapter Four provides some teaching strategies and learning strategies with practical examples. Chapter Five offers a conclusion of the whole thesis based on the findings of the study. It presents the limitations of the study and also points out the theoretical and pedagogical implications of the study.