A Study On Correlation Between English Reading Strategies And Reading Proficiency In Senior High School

With the development of reform and opening-up and popular international trade,English, as a general language, has raised a hot wave of English learning. Naturally English reading, as an important part of English learning skill has been closely watched.In recent years, with the deepening reform of English teaching, a large number of scholars have put reading as an important point, because it is not only a language skill but also a kind of method for language input. So this study is standing on the shoulder of giants, which adhering to the concept of modern English teaching and responsible for it.The national English curriculum standards for senior high school requires that English reading should not stay in simple words and grammar, it should pay attention to cultivating students' thinking ability as well as teach them how to grasp the whole text and how to communicate with the authors. Obviously, this is different from the traditional teaching, so this study is conducted with the aim of teaching students reading strategies which will contribute to English teaching.In order to know the using condition of the students' reading strategies in senior high schools, the author used a questionnaire to assess 130 students' current use of reading strategies, who come from Grade Two in Shi Yan Senior High School in Yan'an, Shaanxi province. The descriptive analysis of the data is made through SPSS19.0. And then the author posed a series of reading strategies to elaborate the relationship between reading strategies and reading proficiency through T test.Through this study, we can draw the following conclusions:1. The reading strategies situation of students are not optimistic, that is to say the degree of using read strategies is a little bit higher than the average level.2. Based on the experiment conducted, it can be known that reading strategiestraining and reading proficiency were positively correlated, but the effect is not obvious. There may exists other reasons, such as unsatisfatory relationship between teachers and students, tensive class atmosphere and little knowledge storage.