A Study On The Reading Strategies Use And Training In Senior High School

As the main form of input, reading plays an important role in the four skills of listening, speaking, reading and writing. It is the most basic way to obtain knowledge. (Cheng Xiaotang, Zheng Min, 2005)So reading is always the focus of linguists not only in theories but also in practice. In Senior High School, the teaching of reading has already been taken seriously but because of the influence of traditional teaching theories and methods, senior high students pay more attention to the language points and sentence structures than the context comprehension and practical applications of reading skills. As a result, students'reading abilities to analyze and solve problems could be developed a little. To trace it to its source, one reason is the one-sided reading concepts, the other is probably the lack of proper reading strategies. Therefore, in order to gain ideal reading effects and reading speed, it is necessary to know about the psychological mechanism and characteristics during the reading processing and develop the good reading habits and effective reading strategies consciously.With the development of the cognitive linguistics and second language learning strategies, which rises in the 1970s, more and more researchers have highlighted the role that learning strategies are playing in language learning. Researchers hold the assumption that given effective learning strategies, ineffective learners could be in a better position to solve their problems in language learning. They believe that proper introduction of reading strategic knowledge and strategy training for students is a key factor in improving their reading level. This thesis is expected to do an empirical research by way of questionnaires in Huhhot No.18 Middle School to analyze the situations of strategic knowledge in reading and reading strategy use for senior middle school students. Based on this, a two-month reading strategy training is provided to train the students to grasp some important strategies they have seldom used and correct some impropriate reading habits. At last, the author makes some possible suggestions to help students not only realize where their reading difficulties are, but learn to adjust the proper reading strategies to solve the problems, and develop their abilities to find and solve the problems by themselves, thus result in the promotion of learner autonomy in language learning for students in senior middle schools.