An Empirical Study Of The Effectiveness Of The English Reading Strategy Training In Senior Middle School

Along with the deepening of the globalization of the economic activities and the gradual promotion of the internationalization of the education in our country, the new age has put a higher demand for foreign language teaching.In order to meet the demand required by the development of the times and develop the students into practical talents who will meet the needs of society in the future, our country is carrying out actively the basic education curriculum reform. The new curriculum standard and the new syllabus have been promulgated, and the new curriculum standard stresses that the most important thing is to further improve students' reading abilities and skills.Therefore, by means of an empirical study, to confirm whether English reading strategy training meets the senior students need, whether English strategy training helps to improve the students' reading ability effectively is of great practical significance for the students' sustainable development as well as for the improvement of English teaching efficiency and promotion of English teaching reform. This thesis is based on the schema theory and the input hypothesis and the affective filter hypothesis. According to the demand of the new curriculum standard, the characteristic of reading comprehension questions in NMET and the research about the students' strategies use, this study focuses on the effects of training of four strategies. The study investigates the effects of training on Chinese Senior Students' reading ability by means of analyzing test results and the questionnaire and student interview by employing the quantitative approach and qualitative approach.The experiment is carried out between the author's two parallel classes in senior three. Class 1 is chosen as the experimental group , and Class 2 is the control group .The experimental group has reading strategies teaching and training, while the control group receives the traditional teaching.Results show that English reading strategy training improves senior students' reading effectively. It has different effectiveness for students of different levels. The less able students benefit more from the training than the more able students. And the strategy teaching has different effects on students' ability to answer the four kinds of reading comprehension questions. It greatly enhances the students' ability to grasp the main ideas of texts, make global inferences and make lexical inferences, while the ability to look for facts or details is not directly affected by the experiment.