A Study On Foreign Language Reading Strategies And Individual Differences Of Junior Middle School Students

This thesis is a study on individual differences and reading strategies in secondlanguage acquisition. According to the theory framework of learning strategiestriarchic theory, which refers to metacognitive strategies, cognitive strategies, socialand affective strategies, and With reference to previous reading scale designed byOxford as well as the questionnaires about learning style and personality by WenQiufang, the author design the questionnaires used in this thesis. The author carriedout the investigation by questionnaires in147students of9th grade in a middle schoolin Nan Chang, then made analysis and raised three questions:1）To what extent dojunior middle school students use English reading strategies?2) Is there a relationshipbetween English reading comprehension and the use of English reading strategies?3)Does English reading strategy use differ among students of different personality andlearning style?Through the comparison and analysis of the data, following results can bereached.1. The social/affective strategy is the most commonly used learning strategycognitive strategy is widely used by students, ranks the second place among thetriarchic theory metacognitive strategy was generally used by students among thereading learning strategies2. Score of reading comprehension had notable correlation with readingstrategies using. There are significant middle positive correlations betweenmetacognitive strategies and the score of reading comprehension.3. There is difference among personality groups in their use of reading strategies.More outgoing students tend to make better use of reading strategies. Differentstudents of learning style tend to use different reading strategies. Students belongingto synthetical type use reading strategies best.