An Experimental Study On English Reading Strategy Training Of Non-English Majors

English reading is one of the main basic skills for Chinese non-English majors. It is indispensible for non-English majors to read well as reading plays a key role not only in their English examinations but also their further study future job. While the status quo is that many college students have difficulties in English material reading, they comprehend less than the writers'supposed expectation. So how to read efficiently is an extremely urgent problem to be solved, previous studies indicate that the appropriate reading strategy application makes great difference in English reading comprehension proficiency. This thesis introduces an experimental study on the effectiveness of the reading strategy training.First, the author randomly selected 167 non-English major students in Zhengzhou University from two classes as the subjects. The reading strategy training was carried out in the second semester of the first year. One class was arranged to be the experimental class and the other was the control class. Then, this thesis analyzes the current situation of English reading strategy use for non-English majors, and explores the effectiveness of the reading strategy training through the quantitative and qualitative analysis. The instruments employed in this study were a reading strategy questionnaire, reading comprehension tests, interviews and journal writing. The quantitative data were analyzed by SPSS 15.0, and the qualitative data were mainly from the interviews and their journal writing.The experimental study is to find out the effects of reading strategy training on the reading proficiency. The conclusion drawn from the contemporary study is as follows:Students indeed use some strategies in their material reading, but they almost do have a low frequency in reading strategy use. However, there are great differences in strategy use between high-level and low-level subjects. The experimental and control classes indeed had great significance in reading proficiency after the strategy training. Subjects in the experimental class used some reading strategies more frequently after the training. Meanwhile low-level subjects in the experimental class had obvious differences in the reading proficiency compared with their reading proficiency before the training. This result suggests the feasibility and effectiveness of reading strategy training. Finally, the author points out the implications and limitations in the present study as well as the suggestions for the future researches.