A Survey On Chinese Science Students' Efl Critical Reading Ability

Critical reading is a higher level comprehension with literal reading as its basis. It requires readers to actively interpret, analyze, and evaluate what is read and then make an objective and prudent judgment. Having critical reading ability is not only highly valued in the information-explored era, but also essential for personal intellectual development and higher education. In recent years, some scholars in China have realized the practical significance of critical reading ability; however, fewer empirical researches on cultivation of English critical reading ability have been made.This study aims to investigate the status quo of Chinese science students'EFL critical reading ability in term of critical reading awareness, students'self-assessment of critical reading ability and test performance. 395 science students from Harbin Institute of Technology are involved in the study. The sources of data are two questionnaires, a critical reading test paper and interviews with 12 students.Both quantitative and qualitative methods are employed to analyze the collected data of the present study with the following findings. First, students'overall critical reading awareness is rather weak, but they show different levels of awareness in the four phases of critical reading. Compared with their stronger awareness about interpretation and analysis, students'awareness about evaluation and response is weaker. In addition, it is found that students'critical reading awareness differs with significance in gender, English course content and international English test experience. Second, students'overall critical reading test scores are rather low; but those taking reading course perform better than those taking other courses offered, and distinguished students get higher scores than ordinary students. Third, students'self-assessment of their critical reading ability and their actual test performance are both positively correlated to students'critical reading awareness.This study provides valuable suggestions for College English teaching and learning. Language teachers should realize the significance of developing critical reading ability, bring critical reading into daily classroom teaching to strengthen students'critical reading awareness, and cultivate students'critical reading ability, especially their ability to evaluate and respond to what is read, by using original versions of textbooks. What's more, critical reading skills should be incorporated in an English test to help students build and develop critical reading awareness and ability. Students should form the habit of questioning, active thinking, analyzing and evaluating in their reading practice, and learn to improve their critical reading skills with constant training.