A Study Of The Application Of Cognitive Strategies To English Reading In Senior Two

Reading has been long acknowledged as an important part of English learning both by teachers and students who continuously learn vocabulary and do exercises since they enter high school.However,due to lack of the training of reading skills and strategies,the present situation and outcome of the teaching of reading are not so satisfactory.Reading cognitive strategy is a branch of reading strategy and plays a fundamental role.It refers to the fast reading strategy which includes scanning and skimming and the careful reading strategy which includes reasoning,distinguishing theme and details,guessing the meaning of words,etc.And reading cognitive strategy training intends to teach students to use cognitive strategies consciously and properly in the process of input and output of foreign language.At present,the research about reading cognitive strategy training is still inadequate especially for senior two which is a turning point in senior high school.Hence,it is necessary to research on reading cognitive strategy training for senior two students based on practical classroom teaching.The research questions are as follows:(1)What is the status quo of the Senior Two students' use of English reading cognitive strategies before and after the training?(2)Can reading cognitive strategy training improve students' academic achievement of English reading?(3)What is the influence of the reading cognitive strategy training on students' English reading achievement at different levels?The subjects of the research are 96 students from two parallel classes in Grade Two of one senior high school in Tongzhou.In this research,in order to learn whether they have acquired some reading cognitive strategies,the students were surveyed,tested and interviewed before training.After that,the experimental class was trained in the form of special reading cognitive strategies classes,the regular classes and after-class reading supervision respectively.Finally,after the four-month training,the students were asked to complete the same questionnaire and finish similar reading comprehension exercises to see whether they had improved by SPSS23.The results of the study are as follows:1.Before training,judging from M value(3.16)of the questionnaire,the consciousness and frequency of employing reading cognitive strategies are relatively not high.After training,their consciousness of using strategies is raised greatly(M=3.62),and they use the strategies more frequently,especially in predicting,skimming and word-guessing,while the improvement for structure analysis and reasoning is relatively small.The majority of the students approve of the positive influence of strategy training on their understanding and usage of cognitive strategies.Different levels of students show different competence in using appropriate and integrated strategies to deal with various problems.2.The two tests indicate that reading cognitive strategy training has positive effects on the academic achievements of English reading(P=0.000).They make great progress in structure analysis and word-guessing,while the improvement of reasoning is not that great.3.Students at different levels all get improved in reading scores after training,moderate level students benefiting from the training the most.The study has attained expected target and may provide inspiration for later teaching.