Influence Of Thinking Styles To English Reading Achievement On Junior High School Students

This research mainly investigated the students of grade 1 and grade 2 of their thinking styles to discover the differences of styles among them. And by investigating their score of English reading test and doing learning strategy research, we can figure out the relationship between different thinking styles and learning strategies, and the influence of these two factors on reading achievement. Some researches have found that students have their uniqueness, teachers should consider its unique difference, to care for them on the basis of understanding their characteristic style.In theory, this study has great significance, it also has a great application value in practice. First, thinking style is a concept in the middle of thinking and personality, and also a concept newly put forward by psychologists in the latest 10 years.For the study of thinking style can increase the knowledge of psychology and understanding of thinking styles. Secondly, in the aspect of application, the outcome of the concept and a large number of researches, bring many important inspiration to the education workers. The relationships between thinking styles and learning strategies provided by the study, can help the teachers cultivate the students’ thinking styles in purpose, and they should also design learning situations fit various kinds of thinking styles.This study chose students from several ordinary high schools as subjects, it used the Sternberg thinking styles test scale and English language learning strategy scale test. It also collected the mid-term exam achievement of students in the different grade as achievement scores. It used the data of the mean, standard deviation, F test, correlation analysis and other methods of English learning strategies to further analyze the function of learning styles in the relationship between thinking styles and academic records, and to establish a mediation model between these three factors.Final results analysis has the following conclusions:(1) There are gender and grade differences in the junior high school students’ thinking styles and reading strategies.(2)Significant correlations are found between thinking styles and reading scores in the junior middle school students. Trial model, grade model and extroversion model have a significant positive correlation to reading scores. At the same time, legislation and anarchy have a significant negative correlation to reading scores.(3)There is significant correlation between reading strategies and reading scores in the junior middle school students. Among them, the memory strategies, metacognitive strategies and social strategies significantly have positive correlation to reading scores.(4)There is correlation between English reading strategies and thinking styles of junior middle school students in dimension of the function level, scope and tendency. On dimensions of the function, there is significant positive correlation in legislation and social policy, operating and strategies of metacognitive and memory, trial and strategies of social and metacognitive. On the form and the horizontal dimension, authoritarian type and memory strategy, grade and compensation strategy, equal competitive type to social, local and emotional strategies are significantly correlated. In scope, tend dimensions, introversive type and social strategy, radical type and social strategies are significantly correlated.