| Reading has been playing an important part in English teaching and learning in middle school. Improving students’reading ability is one of the aims in English teaching in senior high school. From cognitive perspective, reading strategies may begin as declarative knowledge, and then turn into procedural knowledge with repeated practice. Procedural knowledge will benefit students in improving reading abilities once they are turned to be procedural reading strategies. It comes to light that students should learn and use reading strategies in order to improve their reading abilities. In recent years, many researches have verified that the proper introduction of strategic knowledge and strategies training for students is a key factor in improving the students’reading ability. So the training of reading strategies is set as one of the core aims in the teaching of reading.This thesis mainly investigates the current situation of using English reading strategies in senior Grade Two. Some problems are revealed by this research. The teachers and students pay more attention to the teaching and learning of language while neglecting the reading strategies due to the traditional teaching methods and theories. The frequency of using reading strategies in senior high school is not high and there are some differences between proficient students and less proficient students in the use of reading strategies. The teachers’instructions of reading strategies are not enough and systemic. The students hope the teachers give more instructions in reading teaching. Besides, the teachers and students have some wrong reading conception of English reading. They think vocabularies and grammars are dominant elements in English reading teaching and learning. Some suggestions are given to change this situation in this paper. Teachers are supposed to study the reading strategies and then integrate them into their teaching activities. More instructions are necessary in training students’reading strategies. |
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