The Application And Effects On English Reading Performance Of Reading Strategies Used By Senior High School Students

As a process of linguistic input,reading plays a crucial part in English language learning.Experts have done a lot of work and research to help learners to read effectively.Theoretically based on O'Malley and Chamot's classification of learning strategies and Mokhtari and Sheorey'^classification of reading strategies,this thesis aims to find out the situation of high school students' application of reading strategies by using think-aloud protocols.The results show that problem solving strategies are most widely used by senior high school students.And the sub-strategies with top frequency are setting purpose for reading,going back and forth for better understanding,underlining or circling out important information and reading aloud when text becomes hard.The results also demonstrate that seniors tend to use these three following strategies than the juniors.They are using contextual clues,adjusting reading speed and guessing meanings of unknown words.But there exist differences when students face different genres.Problem solving strategies and support strategies are more favorable in narration reading while global reading strategies are more favorable in argumentation reading.In spite of differences,a significant correlation between total strategies use frequency and reading proficiency level is invisible.Results manifest that global reading strategies have the most significant correlation with reading proficiency level.Though there are a lot of scholars dedicated to studies of strategies,most efforts focused on the studies of native learners' reading process and higher education field instead of research on high school students'reading strategies.In a certain degree,it is innovative to employ think-aloud protocols in studying high school students'application of reading strategies and it is of certain practical value.