A Think-aloud Experimental Study On The English Reading Strategies Teaching In High School

Reading is the main purpose and way of language learning and one of the important sources of information.The use of reading strategies has a great influence on reading performance.Therefore,it is very important to apply reading strategies in the reading process.The main strategies used by high school students are metacognitive strategies,cognitive strategies,and social affective strategies.The Think-aloud experiment means that the subject uses Think-aloud Approach to deliberately stop or be interrupted by the teacher during the experiment.and can speak or write the real thoughts in the mind at any time.Students not only can they understand their specific ideas and strategies during the reading process,but also compare their ideas with the correct answers after reading,and finally achieve the summary and optimization of cognitive behavior in the think aloud experiment.This study analyzes the corpus of students and uses Think-aloud Approach to test the relationship between the use of different reading strategies and reading effects.In the case teaching,the students are informed how to apply the three reading strategies in English reading,in order to improve students' foreign language reading ability and level.The Think-aloud experiment is divided into pretest experiment and post-test experiment.The pretest experiment completed the reading task without using the reading strategy and tested the reading effect with the Think-aloud Approach.The post-test experiment used three different reading strategies in high school English reading,and use the Think-aloud Approach to test the relationship between the use of three different reading strategies and reading effects.By using tools Think-aloud Protocols,the combination of quantitative and qualitative statistical methods,as well as the collection,collation and analysis of relevant literature,it is found that the use of three different reading strategies in high school English reading is different from the reading effect.The statistical results show that students with high grouping and low grouping have significant differences in reading strategies.Different reading strategies have different effects in reading.Different reading strategies are suitable for students of different levels.In the Think-aloud experiment,Students with good basic English use the metacognitive strategy to read the best;students with basic English proficiency use cognitive strategies to read better;students with poor English proficiency use social affective strategies to read better.