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

English reading is a crucial way for English learners to acquire language input,and it is also one of the language skills that learners need to master.Reading strategies teaching is not only beneficial to raise awareness of reading strategies and reading ability of the students,but also enhance the ability of independent learning and independent learning so as to create conditions for their life-long learning.Therefore,reading strategy teaching is of great significance.In order to make reading strategies more targeted and efficient,it is necessary to investigate and understand students’ reading strategies situations.At present,most of these studies took graduate students and university students as subjects,and there are a few studies on this for the senior high students.Consequently,this study takes the senior high school students as subjects and tries to analyze the relationship between English reading strategies and English reading achievements by using questionnaires.In view of this,this study conducted a questionnaire survey on the reading strategies of Grade Two students,analyzed whether there were the correlation between English reading strategies and English reading achievements.The following two questions are designed in this study.(1)What is the overall situation of English reading strategies used by Grade Two students?(2)Are there any correlations between English reading strategies and English reading achievements of Grade Two students? If there are,what are they?In order to answer those questions mentioned above,a questionnaire survey was carried out among 172 Grade Two students in Senior High School in Xuzhou,Jiangsu.In the meanwhile,the average achievements of English reading from mid-term and final-term of the 172 senior high school students were collected.Based on these data,descriptive statistics and the Correlation analysis are employed.The study reveals the following findings.Firstly,the overall situation of the English reading strategies of the senior students in the school is not optimistic,that is,the students’ English reading strategies are medium in use.Secondly,meta-cognitive strategies,cognitive strategies and social/affective strategies in English reading strategies are positively correlated with English reading achievements.At the end of this study,the results are analyzed and discussed.Based on this,from two aspects of teachers and learners to elucidate the significance of this research,the teachers in the process of teaching should strengthen the consciousness of reading strategies teaching and students better understand and use English reading strategies in the process of learning,thus improving students’ English scores.