Learning Difficulties And Solutions In English Reading Comprehension Of High School Students

Reading plays a more and more important part in today's English teaching and learning in senior schools. English reading competence is the basic prerequisite for developing other kinds of language competence. Especially for the students in China, without the natural language environment, English reading is not only one of the main basic skills that students hope to achieve during their English learning, but also the important way to develop other language skills and obtain a large amount of information. However, language input depends more on classroom teaching and students'wide and effective reading. A serious problem of middle school English teaching is its low efficiency. Due to the deep-seated traditional teaching theories and methods, there are not many efforts to be made to the research of reading teaching. As a result, the teaching of reading in senior middle schools is not so satisfactory, and students have various difficulties in English reading comprehension in their studies and examinations. So it is most urgent to solve the Problem of how to increase the reading ability.The main purpose of the thesis is to research the obstacles and their causes of senior student's English reading comprehension in quality and quantity and to suggest corresponding teaching countermeasures, and to provide reference for increasing senior middle school student'English reading skills and improving senior English reading ability. The domestic and international scholars have achieved a lot in the research of teaching English reading. Uncountable related articles have been published. Based on expert's research and the theories of modem language teaching, the author has analyzed the problems and obstacles in high school English reading learning and teaching and brought up some solutions. This thesis is to research and analyze the situations of strategic knowledge in reading and reading strategy use for students in Senior Middle School. After finding out their main reading barricades and the reading strategies they lack, 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 high schools.The thesis consists of six parts. Part one is an introduction, which gives a brief account of the background of the researches concerning with this topic and points out the necessity and validity of carrying out this present study. In part two, literature review introduces some important theories in the research of language learning strategies, focusing on the definitions of learning strategies, the classifications of learning strategies, the factors that affect choice of language learning strategies, learning strategy training, and the definitions of reading and reading strategies. All the theories mentioned in this chapter are theoretical support to the study of the thesis. Part three is the core of the whole thesis. In this part the author introduces the study methods, including the subjects of the study, the instruments, the research questions, the questionnaire design and the process of the data collection and analysis. Part four makes a description of the data analysis and reports main reading problems and the causes derived from the analysis in great details. In part five, the author presents discussions to elicit some solutions to the reading problems and states the pedagogical implications in English reading learning and teaching, and the limitations of the study are also mentioned here. Part six concludes the paper.