| Since the middle of 1970 s, both the oversea and country’s researchers have devoted themselves to the study of reading strategies. Researchers have begun to pay more attention to the study of reading strategies used in L2 and L1 recently. However, there are very few contrastive studies on Chinese readers’ English reading strategies and Chinese reading strategies used. The present study focused on the investigation the use of Chinese readers’ English strategies and Chinese strategies.Based on the categories of O’Malley, Chamot(1991) and Mokhtari, Sheorey(2002), the present study classified the strategies into three categories: Metacognitive, Cognitive and Support reading strategies. Three questions were addressed in the present study:(1) What strategies do learners use most and least frequently in L2 and L1 reading respectively?(2) What strategies are shared and what strategies differ in L2 and L1 reading processed?(3)What are the possible relationships between the use of strategies and their performance in reading L2 and L1?55 ESL learners from JiangSu Normal University were surveyed. After the analysis of the data from questionnaire and reading tests, the followed results can be obtained:Firstly, readers used all of these 26 items in L2 and L1. Moreover, readers reported that the overall reading strategies were used in L2 reading as many as they do in reading L1.Secondly, L2 readers used more are CRS strategies while L1 readers more MRS. MRS Strategies were least frequently used in L2, whereas in L1 SRS strategies were least frequently used.Thirdly, readers frequently used CRS, and then is SRS and MRS in L2. But in L1 they frequently used MRS, followed by CRS and SRS.Fourthly, good L2 and L1 readers used more strategies than the poor L2 and L1 readers. Moreover, the good L2 and L1 readers used more MRS than poor L2 and L1 readers.The present study can be of significance to the teaching reform, language teaching method, students’ L2 and L1 learning. |
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