Gender Differences In The Use Of English Reading Strategies By Non-English Mongolian College Preparatory Undergraduates

Reading is one of the important ways to acquire knowledge, and even the essential way to learn a language; In the new educational background, the request for undergraduate's reading skill is becoming higher and higher. Undergraduates not only need professional language knowledge to read, but also grasp reading skills. It's the focus discussed by experts that the differences of reading skills used by undergraduates. In the 1970s, the researches on English reading strategies start to prevail. The researches on ages, classes, interest occur more and more frequently, but on gender differences comparatively rare. On the basis of gender theories, the study investigates 79, non-English-major Mongolian college preparatory undergraduates in Inner Mongolian Normal University, which include 40 girls, and 39 boys. It's to study the differences when they use reading strategies by quantitatively study, which can provide more well-directly theoretical methods for teachers to pay attention to gender differences while teaching.By the analysis and discussion for data collected by using SPSS 17.00 analyzing statistics APP, it's been found that it's generally low of the using in boys'and girls'reading strategies. The differences of application in reading strategies exist, especially in reading marking, word-guessing, short-plan, self encouragement, self affirmation strategies. The reading level between boys and girls is significantly different. The using of reading results and short-plan strategies between boys and girls is correlative which mainly influence the reading results. Meanwhile the reading results of boys are relative to self-encouragement and self-affirmation, while the girls are marking and word-guessing. It's provided that overall students'ability of applying reading strategies is low and there is gender difference between boys and girls. According to the overall situation of students'applying reading strategies, teachers can make some reading training to improve their reading skills. According to gender differences, teachers may reasonably use hierarchical education to improve students' reading ability.