| In foreign language teaching,reading is one of the four language skills.What's more,reading is of great importance to language inputs and outputs.Reading lessons are common in high schools.Nevertheless,there are still some problems in the teaching of English reading in China.The main reason is that most of the English teachers pay more attention to the outcome rather than the process,adopting mechanical and programmed teaching process to carry out merely the teaching of some words and grammar.The guidance to students' reading strategies is overlooked.Therefore,teachers cannot radically help students improve their reading ability.Hosenfeld(1977)points out that there are great differences in the use of reading strategies between successful and unsuccessful readers.Reading strategies play an important part in learning strategies.The effective use of reading strategies may lead to good reading effect.Considering this,the study of the English reading strategies used by high school students is of great necessity to both English learning and teaching.In domestic studies,most researchers collect research data by giving out questionnaires or making interviews;however,the effectiveness of the data cannot be ensured.As one of the commonly used methods of psychology,the think-aloud approach can record the implicit thinking activities in the brain of the research objects,obtaining more authentic data in real time.Therefore,in order to explore the relationship between English reading strategies and English reading achievements,this thesis adopts the think-aloud approach to answer the following questions:Firstly,what kinds of reading strategies are used by high school students in the process of English reading?Secondly,what is the relationship between the use of reading strategies and the reading achievements of high school students?Thirdly,what are the differences between the high-score group and the low-score group in the use of reading strategies?In order to answer the above questions,this study selected 20 students from Grade 1 of a high school in Zibo,Shandong as the research subjects.The writer adopts the think-aloud approach to record the reading strategies used by them in real time.The research data are analyzed by statistical analysis,correlation analysis and independent sample T test under the help of Excel and SPSS 19.0.The results are summarized as follows:First,high school students use various kinds of reading strategies in English reading activities,including meta-cognitive strategies,cognitive strategies and social effective strategies.Second,the use of reading strategies in English reading are different among high school students.Compared to the low-score subjects,the high-score subjects use more meta-cognitive strategies and cognitive strategies,but less social and effective strategies.Third,there is a correlation between the use of reading strategies and reading achievements in high school students.The overall use of meta-cognitive strategies at the p=0.01 level and reading achievements shows significant correlation(r=0.782).The overall use of cognitive strategies is significantly correlated with reading achievements at p=0.05 level(r=0.525).There is a negative correlation between the overall use of social effective strategies and reading achievements at p=0.05 level(r=-0.590).This study further confirms that reading strategies play an important role in English reading.In English reading classes,teachers should take the cultivation of students' reading strategies as major teaching objective,implement the well-designed teaching activities,and pay more attention to cultivating students' awareness of using the meta-cognitive strategies.What's more,in order to help improve students' reading achievements,teachers should establish a feedback mechanism of English reading strategy teaching.Students should cultivate their interest in English reading and good habit of English reading,so as to put the English reading strategies they learned into real practice consciously and more effectively. |
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