An Experimental Study Of Teaching Strategies In English Instruction In Junior Middle School

For language learning, reading skill is a crucial element, so how to teachreading class effectively is always a question that English teachers bear. Therefore, theauthor offers the hypothesis that has been illustrated in the paper: reading-strategytraining can improve students’ reading performance effectively and enhance theirself-study ability in English reading.The paper is divided into five chapters. Chapter one introduces the background,significance of this paper and proposes a question accordingly. Chapter two is theliterature review which expounds the definitions and classifications of reading, readingstrategy and learning strategy，and reviews the development of learning strategy studyabroad and in China. Chapter three，introduces the methodology of this thesis. First, theauthor devises “A questionnaire about English reading strategy usage”. Students intwo classes of the same grade in Dalian No.1Middle School are chosen as the subjects.The second part is an reading-strategy-training experiment. First, the feasibility, necessityand the methods of the experiment are expounded. The subjects engaged in thecontrastive strategy-training experiment are the students in two classes of the same gradein Dalian No.1Middle School. One class is the experiment group; the other one is thecontrol group. The training methods in the experiment group include giving lecturesabout reading-strategy knowledge and reading-strategy training in English teaching. Butthe training methods in the control group belong to the traditional ones. At the final stageof the experiment a reading test is carried out. The author collects data for statisticanalysis and requires students to vindicate themselves. Chapter Four is the data analysisand discussion of findings. First the survey reveals that although these students havecertain knowledge about cognitive strategy and meta-cognitive strategy, still the rate ofemploying the strategies is quite low and the purpose of applying the strategies inEnglish reading is not clear. Meanwhile, by analyzing the teaching situation from theaspect of learning strategy application in English reading, the author finds the following problems:1. The teacher’s awareness of applying reading strategies in teaching processis weak.2. The teachers’ strategy knowledge needs enhancement.3. The teacher’slearning-strategy guidance in English teaching is not enough. As for the experiment, thestatistic results and the vindication reveal that the students’ reading performance and theirself-study ability in English reading after the strategy training have been improvedmarkedly than these of the students in control group. Chapter five is the conclusion.