A Study Of Chinese Senior Middle School Students' English Reading Strategies

Reading has long been acknowledged as a key part of senior middle school English teaching. However, the present circumstances and effects of the teaching of reading are not so ideal, mainly because of the negligence of reading skills and strategies. This thesis tries to probe into the effects of classroom reading strategy instruction upon improving students'reading ability.Based upon an empirical study with 89 students from two paralleling classes in Grade Two of Jiangsu Foreign Language School as my research subjects, this thesis has come up with the following major findings:1. Medium students'reading ability can be improved most obviously by English reading strategy training while excellent and low students'reading ability cannot be improved to the same degree.2. Students'grasping of the framework, evolution of logical relations and reference relations of an article are remarkably upgraded by English reading strategy training. Their ability of predicting the content and word-guessing is improved, too.3. Students apply the strategies of skimming, scanning and word-guessing much more frequently than the strategies of prediction, structure analysis, inference, and summarization and retrospection.4. The application frequency of summarization and retrospection is the lowest. But through the experiment, this frequency has been improved by the largest margin.5. The effects of classroom instruction on students'inference strategies are the least obvious.