Application Of Reading Strategy Training To Senior High School English Reading Teaching

The English Curriculum Standard for Senior High School(2017 Edition)points out that senior high school English teaching should reflect the integration of instrumentality and humanism,develop students' key competences,which include students' language ability,cultural awareness,thinking quality and learning ability,and highlight students' virtue cultivation.In senior high school English learning,reading teaching is one of the most important and difficult parts.Senior high school English reading teaching is not confined to the improvement of students' language skills,but it broadens students' horizons and improves their comprehensive language ability.A large number of studies at home and abroad have shown that reading strategy training can not only improve students' reading efficiency,but also effectively cultivate students' reading comprehension ability,thus promoting the development of students' independent learning ability.For senior high school students,cultivating good reading habits,mastering reading strategies and increasing reading practice are effective ways to improve students' reading ability and their personal language literacy.This paper is designed to investigate the effectiveness of reading strategy training on English reading teaching in senior high school.The research questions are as follows:(1)What is the current situation of senior high school students' use of English reading strategies?(2)Can reading strategy training improve senior high school students' reading achievements?(3)What are the attitudes of senior high school students towards reading strategy training?In this study,a two-month experiment was conducted in Qin' an No.5 Senior High School.Students in class 3 of Grade 1 were assigned to the control class and students in class 4 of Grade 1 were assigned to the experimental class.Firstly,the pre-test was conducted to the two classes to see whether they had the same level of learning.After that,the author handed out the questionnaire to the students in the experimental class to investigate their use of reading strategies in English reading,so as to decide which reading strategies should be trained in this experiment.Secondly,in the experimental class,15 students were selected according to the three levels of high,middle and low for interviews to further understand their views on English reading and the use of reading strategies.Thirdly,the students in the experimental class were trained to use three reading strategies: prediction strategy,word-guessing strategy and retelling strategy.The students in the control class were taught by task-based language teaching method,which focuses on the completion of tasks.Two months later,the post-test was conducted to test whether there wasa statistical difference in reading achievements between the experimental class and the control class.Fourthly,the students in the experimental class were interviewed to investigate their attitudes towards English reading strategy training.Finally,the obtained data were input into SPSS 21.0 for testing and analysis.This study reveals that students often use skimming and scanning strategies before receiving the reading strategy training.Reading strategy training can improve senior high school students' reading achievements.In addition,students hold positive attitudes towards the training of English reading strategies and they like using reading strategies in reading teaching.Therefore,teachers should teach students more reading strategies and reading skills,so that students can flexibly and effectively apply reading strategies to their future reading learning.