An Empirical Study Of Reading Strategy Training Of Genre-based Reading Instruction

Reading is an important language skill for EFL students. The teaching of reading has long been a key and difficult task for language teachers. The requirements of reading competence in English of senior high school students have been put forward in the College Entrance Examination and in New Curricular Standards (2011) as well. It is essential for teachers to know how to cultivate the students’awareness of reading strategies and improve their reading competence. This thesis is intended to explore two questions from the empirical perspective:First, what’s the effect of cultivating the students’awareness of reading strategies? Second, what effects does reading strategy training based on genre analysis of senior high school textbook reading materials have on improving students’ reading abilities?Two parallel classes were selected as subjects and arranged as the experimental group and the control group. During the two-term experiment, both groups used the same teaching materials, but received reading strategy training and traditional approach respectively. By using both quantitative and qualitative researches in addition to interviews, the statistics from the investigation show that the subjects’reading capacity has greatly developed and their overall English proficiency has also been greatly improved.The study findings indicate that the training of reading strategies with genre analysis is undoubtedly feasible; students can improve their reading competence by employing effective reading strategies.The study findings also imply that we should carry out the training of reading strategies with genre analysis when students begin their senior high school. In addition, when designing the training procedures and exercise, we should take the subjects’ different learning capacity into consideration.