ABSTRACT
Reading plays an important role in English teaching. It is one of the basic skills that middle school students must master. However, the effect of reading teaching is not satisfactory, which causes students’ poor interest in reading. Particularly, the reading strategies are seldom taught. This thesis has explored the general situation of reading strategies of Chinese middle school students, including the teaching and the application. Based on the findings, some suggestions are offered.
The paper first makes a review of the relevant theories, including the theories of language learning, reading strategies, and reading models. Then, the interview is conducted to explore the reading strategies used by the middle school students, as well as reading teaching. Results of the interview show that, most of the teachers have wrong concept of reading teaching. The form of reading teaching is unitary and teachers just lay emphasis on the explanation of language points, neglecting the importance of reading strategies. Students are not interested in reading mainly because reading materials are boring and cannot meet the need of students. Although the majority of students believe that reading strategies can improve reading competence, they know little about them, with grades their only concern. Many students have difficulty in reading. They learn English through reciting words, without dealing with the words correctly. And they have poor ability to monitor their learning process. The research also finds that good readers use the reading strategies more frequently and effectively than the readers with poor reading competence.
Based on these findings, this thesis offers the following suggestions. On one hand, teachers should change the concept of reading teaching and bring reading strategies into normal teaching plans. According to the feature of students, teachers should adjust their teaching methods and advocate tolerant evaluation. Besides, teachers should give appropriate guide in extracurricular reading. On the other hand, students themselves should attach importance to reading learning to develop the interest in reading and constantly conduct self-evaluation and self-adjustment.
Key words: reading teaching; reading strategies; reading competence; middle school students
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-2
Chapter Two READING AND READING STRATEGIES-4
2.1 Definition of Reading and Related Concepts-4
2.1.1 Definition of Reading-4
2.1.2 Defintion of Reading Comprehension Ability-5
2.2 English Reading Strategies and Its Related Concepts-5
2.2.1 Definition and Classification of Language Learning Strategies-5
2.2.2 Definition of Reading Strategies-5
2.2.3 Classification of Reading Strategies-6
2.3 Models of the Reading Process-6
2.3.1 Bottom-Up Model-6
2.3.2 Top-Down Model-7
2.3.3 Interactive Model-7
2.3.4 Schema-Theory Model-7
Chapter Three RESEARCH DESIGN-9
3.1 Research Objective-9
3.2 Participants-9
3.3 Research Instrument-10
Chapter Four DISCUSION-11
4.1 Features of students’ Reading Strategies-11
4.2 Features of Reading strategy Teaching-13
4.3 Suggestions for Teachers-14
4.4 Suggestions for Teachers-16
Chapter Five CONCLUSION-17
REFRENCES-18
APPENDIX I-20
