A Research On English Reading Strategies Applied By Tibetan Senior High School Students In Qinghai

English reading plays the main position in learning English in high school.Reading enhances students’ proficiency in language knowledge and promotes the development of other language skills.In addition,reading accounts for a large proportion of the college entrance examination papers,and the new standards also require high school students to be proficient in using various English reading strategies flexibly to improve their English reading skills.Therefore,it is vital to research application of English reading strategies in senior high school.However,in reading classes,English teachers still utilize the traditional teaching method and focus on explaining key sentence patterns,and translating texts rarely introduces reading strategies to students.Studies on the language reading strategy at home are later than language learning strategies.Students do not know effective reading strategies or skills.As a result,students’ interest and performance in reading are generally low.Based on theories of schema theory and language learning strategies,this paper investigates and analyzes 150 high school students from the No.2,No.3,and No.4 Minzu Senior High Schools in Hainan Tibetan Autonomous Prefecture of Qinghai Province as the research subjects,using O’Malley and Chamots(1990)classification of learning strategies as a reference,and using reading tests,questionnaires,and interviews to conduct High school students’ application of English reading strategies were investigated.The aim was to explore the following two questions.1.What reading strategies do Qinghai Tibetan high school students apply in their English reading learning?2.What are the differences between the reading strategies of high-achieving and low-achieving students?The research results show that the application of English reading strategies in three Minzu senior high schools in the Hainan Tibetan Autonomous Prefecture of Qinghai Province is less satisfactory and at the lower to middle level.Among the three strategies students used most often were cognitive,social-affective,and followed by meta-cognitive.There were significant differences in the application of English reading strategies between high-achievers and low-achievers,with students in the high–achieving group using the three strategies more frequently than students in the low-achieving.Finally,based on the above findings,this paper provides suggestions for English teachers and students to apply reading strategies better: for teachers,(1)To build a framework for students reading strategies.(2)To emphasize the development of students’ schema.(3)To update the concept of reading teaching and learning and to be a disseminator of reading strategies.For students,(1)Raising awareness of applying reading strategies,(2)Focusing on reading plans and developing the ability to apply meta-cognitive strategies(3)Increasing students’ English reading.