A Study On The Cognitive Strategies Used In English Reading By Senior One Students

Reading occupies an important place in high school,and improper reading methods often results in poor reading,affecting their reading performance.In this paper,according to the classification of cognitive strategies by O'Malley and Chamot(1990),the paper mainly investigates ten cognitive strategies that are closely related to the students 'reading and reflect the students' thinking activities in the reading process.Based on the above research significance and theoretical basis,this paper takes the questionnaire survey method to study the senior one students of a high school in Da Zhou as the research object to explore the general situation and individual differences in the use of cognitive strategies in English reading.The investigation is mainly focused on the following two issues.(1)What is the overall situation of senior one students in using English reading cognitive strategies?(2)What kind of individual differences exist in the use of cognitive strategies of senior one students in English reading?Finally,the following conclusions are drawn:1.(1)Senior one students are involved in cognitive strategies in English reading,but the usage is not optimistic.The average usage is 2.7174.(2)Senior one students most likely to use speculation strategies in English reading to help understand the article.The most unusual use are summary strategy and note-taking strategy..(3)The most commonly used specific behavior of cognitive strategies of senior one students in reading are t13(I will look at the questions and options before reading process and predict the content of the essay),while the least used ones are the t30(After reading an article,I will draw a chart or frame to summarize the structure of the article).2.There are also individual differences in the cognitive strategies of senior one students in reading.:(1)There are individual differences in the use of cognitive strategies among senior one students of different genders.In English reading,girls use them more often than boys.Among these strategies,girls tend to use sound and image strategies the most,while boys are most likely to use speculation strategies.(2)There also exist differences in the use of cognitive strategies among the students who graduated from different places.The frequency of cognitive strategies used in reading by students in urban areas is higher than that in rural areas.Urban students are most likely to use speculative strategies,while students from rural areas are most likely to use sound and image strategies.(3)There are also differences among senior one students of different levels.Low-level readers use cognitive strategies less frequently than high level readers.High level readers are most likely to use speculative strategies,while low-level readers tend to use sound and image strategies.