A Case Study Of English Reading Models And Strategies Used By Non-English Majors Of Different Levels

The College English Teaching Guide(2015)advances specific requirements of non-English majors.According to the requirements,non-English majors should be competent to adjust reading speed and methods to different reading purposes and materials with basic reading strategies.Apparently,reading is not only an important part of college students' English learning,but also an indispensable part of college English teaching.In order to implement the national requirements and promote the English course effectively as well as improve the students' reading proficiency,a large number of higher institutions have put college English hierarchical teaching into practice.English reading courses are attached great importance in college English teaching and learning.However,it is not uncommon to see ‘high input and low output' in English reading.So far studies on three different levels' students under the level-based college English teaching model are scarcely related to.Reading strategies belong to an implicit system,but also an explicit operation procedure and steps.By means of think-aloud protocols,the writer can evaluate students' use of reading models and strategies.Meanwhile,it helps students observe and understand their own mental activities.For these reasons,this thesis attempts to do a research on English reading models and strategies of 9 non-English majors of Grade 2017 who are selected from 3 different levels(beginners' level: 3;level one: 3;level two: 3)by the means of think-aloud protocols.This thesis intends to explore the following questions:(1)What are the differences of reading models adopted among students from different English levels?(2)What's the relationship between reading models and reading proficiency?(3)What are the differences of specific reading strategies among students from different English levels?The findings of the research are as follows:(1)all the 9 students use the top-down model or the bottom-up model,but no one uses the interactive model;(2)one student of level two uses the top-down model and the other 8 students use the bottom-up model,which reveals the obvious differences among students of different levels;(3)students of level two can obviously use reading strategies better than those of level one and beginners' level;(4)it's the strategy types and the students' awareness of using global and problem-solving strategies that influence their reading proficiency rather than the number of the strategy.Therefore,English reading teaching under college English hierarchical teaching model must be accordance with students' aptitude and application of reading strategies.Besides,teachers are encouraged to teach reading strategies in class consciously with explicit instruction,and to cultivate students' awareness of using reading strategies.