1、西安翻译学院XIANFANYIUNIVERSITY本科毕业论文THESISFORBACHELORSDEGREE题目STUDYONSTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADING学生姓名指导教师学科专业英语2015年5月学号11111012324院系国际关系学院诚信声明本人郑重声明本人所呈交的毕业论文，是在导师的指导下独立进行研究所取得的成果。毕业论文中凡引用他人已经发表或未发表的成果、数据、观点等，均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或在网上发表的论文。本声明的法律结果由本人承担。签名日期年月日I
2、STUDYONTHESTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADINGABSTRACTREADINGISANIMPORTANTMEANSOFOBTAININGINFORMATIONREADINGABILITYISONEOFTHEFOURBASICSKILLSFORJUNIORMIDDLESCHOOLSTUDENTSFORJUNIORMIDDLESCHOOLSTUDENTS,THEIRENGLISHREADINGABILITYGREATLYINFLUENCESTHEIRENGLISHEFFICIENCY,BECAUSEREADINGWILLA
3、FFECTTHEIMPROVEMENTOFOTHERBASICSKILLSREADINGABILITYGENERATESLEARNINGPOWERTHATHELPSJUNIORMIDDLESCHOOLSTUDENTSKNOWTHEMSELVESANDOTHERSBETTERSTUDENTSSHOULDMASTERTHEBASICREADINGSKILLSSUCHASSKIMMINGANDSCANNINGSOTHATTHEYCANPROVIDETHERIGHTWAYTOENHANCETHEREADINGABILITYEFFICIENTLYINAWORD,THISPAPERAIMSTOANALYZ
4、ETHEFACTORSTHATINFLUENCETHEIMPROVEMENTOFSTUDENTSABILITIESINREADINGCOMPREHENSION,ANDMAINLYDISCUSSESTHESTRATEGIESTOIMPROVETHEIRENGLISHREADINGABILITIESINOTHERWORDS,ITWILLGIVESOMEADVICETOHELPSTUDENTSOVERWHELMTHEBLOCKSINTHEPROCESSOFREADINGANDHELPTHEMMASTERSOMEREADINGSTRATEGIESMETACOGNITIVESTRATEGIES,COGN
5、ITIVESTRATEGIESANDSOCIALSTRATEGIESSTUDENTSCANIMPROVETHEIRREADINGEFFICIENCYIFTHEYUSETHESESTRATEGIESPROPERLYKEYWORDSREADINGABILITY,STRATEGIES,JUNIORMIDDLESCHOOLSTUDENTSII提高初中生英语阅读能力的策略摘要英语阅读在我们的日常生活和学习中非常重要。对中学生来说，阅读是四项基本技能中的一项，在英语学习中占有重要的位置。因此，阅读能力直接影响到中学生的英语水平。要想培养学生的英语阅读能力首先必须找到学生阅读方面存在的问题，进而对症下药。现
6、在中学生在英语阅读方面存在很多问题英语阅读量小；阅读兴趣不浓；没有掌握英语阅读的技巧等方面的问题。本文意在论述在阅读理解过程中，哪些因素阻碍了学生的阅读以及提高学生阅读能力的策略，本文首先介绍了策略的含义，策略的重要性，进而介绍了英语阅读策略的含义和分类以及国内外对英语阅读策略的研究，最后引出提高初中生英语阅读三种策略元认知策略，认知策略，社会策略。通过培养学生的阅读能力,有助于学生形成良好的阅读习惯,从而对英语文本的内容和环境以及语气等有一定的认识,领悟作者在文章中的所表达的情感学生；通过培养学生的阅读能力,能有效的培养学生的英语阅读语感和促进记忆力的提升,从而为学生语言表达能力的提升奠定坚
7、实的基础只有在阅读过程中能够有效地利用这些策略并多加练习，才能提高初中学生的英语阅读水平。关键字英语阅读能力；策略；初中生CONTENTSABSTRACTINENGLISHIABSTRACTINCHINESEII1INTRODUCTION111BACKGROUNDOFTHERESEARCH112PURPOSEOFTHERESEARCH113STRUCTUREOFTHERESEARCH22LITERATUREREVIEW321DEFINITIONOFSTRATEGIES422THEIMPORTANCEOFSTRATEGIES423DEFINITIONOFENGLISHREADINGSTRATEG
8、IES524CLASSIFICATIONOFENGLISHREADINGSTRATEGIES5241METACOGNITIVESTRATEGIES,COGNITIVESTRATEGIESANDSOCIALSTRATEGIES5242DIRECTSTRATEGYANDINDIRECTSTRATEGY8243LANGUAGELEARNINGSTRATEGIESANDLANGUAGEUSINGSTRATEGIES825STUDYONTHESTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADING8251STUDYONTHESTRATEGIESOFJUNI
9、ORMIDDLESCHOOLSTUDENTSENGLISHREADING8252STUDYONTHESTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADING93METHODOLOGY1031RESEARCHOBJECTIVES1032RESEARCHQUESTIONS1033RESEARCHSUBJECTS1034RESEARCHINSTRUMENTS10341QUESTIONNAIRE10342INTERVIEW114RESULTSANDDISCUSSION1241RESULTOFINTERVIEWS1242RESULTOFQUESTIONNA
10、IRES125FINDINGS,LIMITATIONSANDFUTURESUGGESTIONS156CONCLUSION16BIBLIOGRAPHY17ACKNOWLEDGMENTS18APPENDIX1911INTRODUCTION11BACKGROUNDOFTHERESEARCHREADINGISASOCIALCULTURALSKILLWHICHMODERNPEOPLESHOULDPOSSESSCONSEQUENTLY,NOMATTERINTHEORYORINPRACTICE,READINGISALWAYSTHEFOCUSOFLANGUAGEEDUCATORSINENGLISHREADIN
11、G,THEIMPORTANCEOFREADINGISMOREREMARKABLEWEALLKNOWTHATLISTENING,READINGANDWRITINGPLAYIMPORTANTROLESINENGLISHLEARNINGTHESEFOURABILITIESAREINTERRELATEDHOWEVER,ALONGWITHTHESTUDYOFENGLISHLEARNINGANDTHEWIDEUSEOFENGLISH,MANYPEOPLETAKELISTENINGANDSPEAKINGASTHEKEYPOINTSTOMASTERENGLISHTHECURRENTCONVERSATIONMA
12、TERIALSARENOTALLGOODFORENGLISHLEARNING,BECAUSETHEYAREGENERALLYBASEDONTHESIMPLEDAILYWORDSWECANNEVERLEARNLANGUAGEESPECIALLYENGLISHMAINLYBYLISTENINGANDSPEAKINGTAKEOURMOTHERTONGUE,CHINESE,FOREXAMPLEWELEARNEDITBYLISTENINGANDSPEAKINGWHENWEWEREYOUNG,BUTTHATISNOTENOUGHWESTILLNEEDTOLEARNITBYREADINGANDWRITING
13、ATSCHOOLWHATSMORE,IFREADINGHASBEENDONEREGULARLY,THEPROBLEMOFLISTENINGANDSPEAKINGCANBESOLVEDINBETTERENVIRONMENTBECAUSEREADINGPROVIDESASUITABLECULTURALBACKGROUNDONWHICHWECANEASILYCOPEWITHTHEVARIATIONOFINFORMATIONINTHATCASE,HOWTOIMPROVESTUDENTSENGLISHREADINGCOMPREHENSIONABILITYCOMESTOBEANIMPORTANTROLEI
14、NENGLISHLEARNINGINRECENTYEARS,ITISNOTUNCOMMONTHATLOTSOFSTUDENTSSAYTHATREADINGCOMPREHENSIONISTHEMOSTDIFFICULTPARTINTHEENGLISHLEARNINGSTUDENTSWANTTOIMPROVETHEIRREADINGCOMPREHENSION,BUTTHEYCANNOTFINDEFFECTIVEAPPROACHESTOITTHEREFORE,TOIMPROVETHEENGLISHREADINGABILITYISONEOFTHEKEYSTOLEARNENGLISHWELL12PURP
15、OSEOFTHERESEARCHITISVERYNECESSARYTOUSESOMEEFFECTIVEWAYSTOHELPTHESTUDENTSOFJUNIORMIDDLESCHOOLIMPROVETHEIRREADINGABILITYTHERESEARCHOFTHEAPPLICATIONOF2STRATEGIESINTHEIRENGLISHREADINGSUPPORTSTHEIMPROVEMENTOFTHEIRENGLISHREADINGABILITYENGLISHTEACHERSCANAPPLYTHEFINDINGSOFTHISINVESTIGATIONTOHELPTHEIRSTUDENT
16、STHESTUDENTSWILLREALIZETHESIGNIFICANCEANDNECESSITIESOFTHESTRATEGIESINENGLISHREADINGANDPROMOTETHEAPPLICATIONOFTHESTRATEGIESSOTHATTHEYCANIMPROVETHEIRENGLISHREADINGMEANWHILE,ITMAYMAXIMIZETHEIRREADINGACHIEVEMENTSBYHELPINGTHEMIDENTIFYTHEDIFFERENCESINENGLISHREADINGANDSTUDENTSWILLPAYMUCHMOREATTENTIONTOTHEI
17、RENGLISHREADINGHABITS13STRUCTUREOFTHERESEARCHTHISPAPERISCOMPOSEDOFFIVEPARTS,THEMAINCONTENTSAREASFOLLOWSCHAPTERONEISTHEINTRODUCTIONOFTHEWHOLETHESISITWOULDGIVEAGENERALINTRODUCTIONOFTHESTUDY,THEBACKGROUND,PURPOSEANDSTRUCTUREOFTHESTUDYCHAPTERTWOISTHELITERATUREREVIEWPARTITINTRODUCESTHEDEFINITIONANDTHEIMP
18、ORTANCEOFREADINGSTRATEGIESTHENITSTATESTHEDEFINITIONOFENGLISHREADINGSTRATEGYANDITSCLASSIFICATIONINTHELAST,ITGIVESUSTHESTUDIESONTHESTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADINGABROADANDATHOMECHAPTERTHREEISTHEEXPERIMENTPARTTHEAUTHORCHOOSESSTUDENTSFROMHANDANJUNIORMIDDLESCHOOLTWENTYSTUDENTSWILLBEI
19、NTERVIEWEDABOUTTHEAPPLICATIONOFREADINGSTRATEGIESTHEREWILLALSOBEAQUESTIONNAIRETOSEEHOWMUCHTHESTUDENTSMASTERTHESTRATEGIESANDTHEIRAPPLICATIONINREADINGCHAPTERFOURISTHEFINDINGSANDDISCUSSIONPARTWECANKNOWTHATSTUDENTSUSEREADINGSTRATEGIESINARELATIVELYLOWLEVELCOGNITIVESTRATEGIESANDMETACOGNITIVESTRATEGIESHAVEN
20、OTBEENFULLYUSEDINTHEREADINGPROCESSSTUDENTSSHOULDPAYMOREATTENTIONTOUSINGTHESTRATEGIESINTHEIRENGLISHREADINGCHAPTERFIVEISTHELIMITATIONSOFTHERESEARCHANDFUTURESUGGESTIONSTHENUMBEROFTHEPARTICIPANTSWASRELATIVELYSMALLTHEREFORE,THISTOPICHASLARGESPACETOSTUDYINTHECONCLUSIONPART,THOSETHREEREADINGSTRATEGIESSHOUL
21、DBETREATEDINARIGHTWAYSTUDENTSSHOULDPAYMOREATTENTIONTOREADINGSTRATEGIESTHESTRATEGIESSHOULDBE3CONSIDEREDWHENTHETEACHERSINSTRUCTREADINGCOURSESTOMIDDLESCHOOLSTUDENTSBOTHTEACHERSANDSTUDENTSSHOULDMASTERREADINGSTRATEGIES42LITERATUREREVIEW21DEFINITIONOFSTRATEGIESANUMBEROFRESEARCHERSHAVEDEFINEDWHATCONSTITUTE
22、SLANGUAGELEARNINGSTRATEGIESINDIFFERENTWAYSHOWEVER,THESEDEFINITIONSCONVEYSIMILARCONCEPTSABOUTTHISELLIS99GAVEUSDEFINITIONSOFLEARNINGSTRATEGIESANDLANGUAGELEARNINGSTRATEGIESASFOLLOWSELLISLISTEDTHEFOLLOWINGFIVEDIFFERENTDEFINITIONSOFSTRATEGY1“ACCORDINGTOOURVIEW,THESTRATEGYCANBEBESTUSEDTOPRESENTTHATLANGUAG
23、ELEARNERSCANUSETHEAPPROACHOFTHEGENERALTRENDORGENERALCHARACTERISTICS,TECHNIQUESFORTHESPECIFICSITUATIONTODESCRIBEVISUALBEHAVIOR”WENSTEIN862“LANGUAGELEARNINGSTRATEGYISTHEPRACTICEORIDEAOFLANGUAGELEARNING”STERN673“LEARNINGSTRATEGIESARESKILLS,METHODSORDELIBERATEACTIONSTAKENBYSTUDENTS”CHAMOT874“READINGSTRA
24、TEGYISASTRATEGYHELPFULFORSTUDENTSTOCONSTRUCTTHEIROWNINTERNETLANGUAGESYSTEM,WHICHCANDIRECTLYINFLUENCETHEDEVELOPMENTOFLANGUAGE”CHAMOT335“LANGUAGELEARNINGSTRATEGIESARETHEACTSORACTIONSTHELEARNERTAKEINORDERTOMAKELANGUAGELEARNINGBEHAVIORORACTIONMORESUCCESSFUL,MOREAUTONOMOUS,MOREPLEASANT”OXFORD6722THEIMPOR
25、TANCEOFSTRATEGIESSTRATEGIESINTHESECONDLANGUAGEORFOREIGNLANGUAGELEARNINGAREEXTREMELYIMPORTANTANDAREDRIVENBYCERTAINGOALSFROMTHELEARNERSSIDELANGUAGELEARNINGSTRATEGIESCANGREATLYBENEFITTHEEFFECTIVENESSANDEFFICIENCYOFTHELEARNERSTOCERTAINLEARNINGTASKSINENGLISH,ESPECIALLYFORTHOSEWHOARESTILLATANEARLYSTAGEOFT
26、HELEARNINGPROCESSTHEREFORE,CHAMOTLOOKSATLANGUAGELEARNINGSTRATEGYASONEOFTHECRUCIALFACTORSINENGLISHREADINGVEIT63523DEFINITIONOFENGLISHREADINGSTRATEGIESSTRATEGIESARE“DELIBERATEANDCONSCIOUSPROCESSESBYWHICHTHEREADERATTEMPTSTOOVERCOMEAPROBLEM”UNDERWOOD87BLANCHARDREGARDSREADINGSTRATEGIESAS“ACTIONSWHICHARES
27、ELECTEDDELIBERATELYTOACHIEVEPARTICULARGOALS”24CLASSIFICATIONOFENGLISHREADINGSTRATEGIES241METACOGNITIVESTRATEGIES,COGNITIVESTRATEGIESANDSOCIALSTRATEGIES2411THEDEFINITIONOFMETACOGNITIVESTRATEGIESCOGNITIONANDMETACOGNITIONARETWOIMPORTANTCONCEPTSINMODERNEDUCATIONSCIENCECOGNITIONREFERSTOTHEPROCESSOFACQUIR
28、INGKNOWLEDGEMARKSTEIN19ALTHOUGHTHETERMHASBEENPARTOFTHEVOCABULARYOFEDUCATIONALPSYCHOLOGISTSFORMORETHANTWENTYYEARS,ANDTHECONCEPTHASEXISTEDFORASLONGASHUMANSHAVEBEENABLETOREFLECTONTHEIRCOGNITIVEEXPERIENCES,THEREISMUCHDEBATEOVEREXACTLYWHATMETACOGNITIONIS2412CLASSIFICATIONSOFMETACOGNITIVESTRATEGIESACCORDI
29、NGTOBROWN87,METACOGNITIONCANBEDIVIDEDINTOTWOPARTSTHEKNOWLEDGEOFCOGNITIONANDTHEREGULATIONOFCOGNITIONTHEKNOWLEDGEOFCOGNITIONREFERSTOTHESUBJECTSKNOWLEDGEABOUTHISCOGNITIONABILITY,COGNITIONSTRATEGIES,ANDHOWTOMAKEBESTUSEOFHISABILITYANDTHEREGULATIONOFCOGNITIONMEANSTHEREGULATINGMETHODSTHATAPOSITIVELEARNERUS
30、ESTOSOLVEHISPROBLEMSTHATHEMEETSWITHDURINGLEARNING,INCLUDINGPLANNING,CHECKING,MONITORINGANDBEINGEXAMINEDETCTWOPARTSAREOFDIFFERENTCHARACTERISTICSTHEKNOWLEDGEOFCOGNITIONISSTABLE,RECOGNIZABLE,ANDCANBEEXPRESSEDITWILLALSODEVELOPWITHTHEINCREASINGOFAGETHEREGULATIONOFCOGNITIONISNOTTOOSTABLE,USUALLYUNCONSCIOU
31、S,ANDSOISNOTEASYTOEXPRESSITDEPENDSONTHETASKANDCONTEXT，RATHERTHANONAGE2413METACOGNITIVESTRATEGIESANDREADINGCOMPREHENSIONREADINGISAPROCESSOFACQUIRINGINFORMATIONCONVEYEDINCHARACTERSOROTHERSYMBOLITISAVERYIMPORTANTMEANSTOSHAPEACITIZENOFTHEMODEMSOCIETYWEHAVE6ALLEXPERIENCEDTHEPHENOMENONOFREADINGAPAGEINATEX
32、TBOOKANDTHENREALIZEDWEHAVENOTCOMPREHENDEDASINGLETHINGBYUSINGMETACOGNITIVESTRATEGIESWECANAVOIDIT2414THEDEFINITIONOFCOGNITIVESTRATEGIESBRUNERPUTFORWARDTHETERMCOGNITIVESTRATEGYFIRSTIN1956UNTILTHE1970S,GAGNEIDENTIFIEDANDCATEGORIZEDCOGNITIVESTRATEGYASTHEFIELDOFACADEMICSTUDYYETTHEREISNOOFFICIALDEFINITIONO
33、FITBUTASKILLTHATISINTERNALLYFORMEDDURINGTHECONTROLOFTHEIRMENTALPROCESSESHENNINGS20SAYSTHECOGNITIVESTRATEGIESARECLOSELYLINKEDWITHSPECIFICLEARNINGAIMSAFTERABOVEPOINTS,THEAUTHORCONCLUDESTHEDEFINITIONINSHORTWHENYOUDEALWITHANEWPROBLEM,COGNITIVESTRATEGIESARETHETHOUGHTS,IDEASANDACTIONSTHATYOUTAKETOSOLVEITM
34、ETACOGNITIVESTRATEGIESAREDIFFERENTITMEANSTHEPLANANDTHOUGHTABOUTLEARNINGMONITORINGYOUROWNBEHAVIOR,WHILECOGNITIVESTRATEGIESONLYDEALSWITHBASICLEARNINGPROBLEMS2415CLASSIFICATIONSOFCOGNITIVESTRATEGIESACCORDINGTOCHAMOTSANDOMALLEYSVIEW,THEREARE4ITEMSOFCOGNITIVESTRATEGIES,1RESOURCINGEMPLOYINGREFERENCEMATERI
35、ALSFROMTARGETLANGUAGE,SUCHASTEXTBOOKS2TRANSLATIONWHENYOUPRODUCETHESECONDLANGUAGE,YOUMAYTHINKABOUTYOURFIRSTLANGUAGEORMOTHERTONGUE3RECOMBINATIONBYCOMBININGTHEKNOWNELEMENTSINANEWWAY,THEYCREATEANEWSENTENCE4SUMMARIZINGMAKINGASUMMARYOFTHEINFORMATIONYOUGETINTHEORAL,MENTALORWRITTENFORMINCHINA,QIUFANGWEN72DE
36、FINESLEARNINGSTRATEGIESASMANAGEMENTSTRATEGIESANDLANGUAGELEARNINGSTRATEGIESMANAGEMENTSTRATEGIESCONCERNWITHTHEPROCESSOFLEARNINGANDLANGUAGELEARNINGSTRATEGIESCONCERNWITHTHEMATERIAL,SUCHASTEXTBOOKS2416COGNITIVESTRATEGIESANDREADINGCOMPREHENSIONREADERSCANOBTAINMEANINGFROMATEXTDURINGREADINGREADERSBEGINTOPRO
37、CESSINFORMATIONATALEVELOFSENTENCEBYUSINGBOTTOMUPSTRATEGIESINOTHERWORDS,THEYCONCENTRATEONGRAMMATICALCATEGORYOFAWORDANDIDENTIFICATIONOFTHEMEANING,TEXTPARTICULARS,SYNTAXOFSENTENCE,ANDSOONCOGNITIVESTRATEGIESAREALSOKNOWNASHEURISTICSTOBEEXACT,ACOGNITIVESTRATEGYISAGUIDEORAHEURISTICWHICHHELPORSUPPORTTHELEAR
38、NERWHENSHEORHEDEVELOPSINNERPROCEDURESTHEYCANPERFORMTHE7HIGHERLEVELOPERATIONSTHROUGHDEVELOPINGINTERNALPROCEDURESACOGNITIVESTRATEGYISNOTANALGORITHMWHICHCANBEPRECISELYFOLLOWEDITISALSONOTADIRECTPROCEDURE2417DEFINITIONSOFSOCIALSTRATEGIESSOCIALSTRATEGIESREFERTOSTRATEGIESINCLUDINGTHEINTERACTIONWITHOTHERLEA
39、RNERSORTHEMANAGEMENTOFAFFECTIONWHENCOMPAREDWITHMETACOGNITIVESTRATEGIESANDCOGNITIVESTRATEGIES,SOCIALSTRATEGIESARETHOUGHTTOBEMOREAPPLICABLETOVARIOUSTASKSOXFORDDEFINESSOCIALSTRATEGIESAS“THETECHNIQUESLEARNERSUSETOCOLLABORATEWITHOTHERS,TOVERIFYUNDERSTANDINGORTOLOWERANXIETY”MORESPECIFICALLY,THEDEFINITIONO
40、FSOCIALSTRATEGIESADOPTEDINTHEPRESENTSTUDYISINTHEFOLLOWINGSOCIALSTRATEGIESMEANTOGETNEWINFORMATIONTHROUGHINTERACTIONWITHOTHERS2418CLASSIFICATIONSOFSOCIALSTRATEGIESWITHTHEDEVELOPMENTOFSTUDIESONSOCIALSTRATEGIES,SOMECLASSIFICATIONSAREPUTFORWARDBYRESEARCHERSOMALLEYRECOGNIZESTHREEKINDSOFSOCIALSTRATEGIESCOO
41、PERATION,SELFTALKSANDQUESTIONSOFCLARIFICATIONANOTHERCLASSIFICATIONOFSOCIALSTRATEGIESISCONNECTEDWITHTHEPROBLEMSOFSOCIALANDAFFECTIVEPROCESSESONLEARNINGSOCIALSTRATEGIESCONTAINASKINGQUESTIONSFORCLARIFICATIONANDCOOPERATIVELEARNING,WHICHLEADTOTHENECESSITYOFINCREASINGINTERACTIONWITHTHETARGETLANGUAGEAFFECTI
42、VESTRATEGIESARECONNECTEDWITHTHELEARNERSEMOTIONALREQUIREMENTSANDTHEN,ACCORDINGTOOXFORD,THETHREEMAINSETSOFSOCIALSTRATEGIESARE1ASKINGQUESTIONSFORCLARIFICATIONANDFORCORRECTION2COOPERATINGWITHOTHERSWHICHINCLUDESCOOPERATINGWITHPROFICIENTUSERSOFTHELANGUAGEANDCOOPERATINGWITHPEERS3EMPATHIZINGWITHOTHERSTHATCO
43、VERSBECOMINGAWAREOFOTHERSTHOUGHTANDFEELINGSANDDEVELOPINGCULTURALUNDERSTANDINGINLIGHTOFTHEPREVIOUSSTUDIES,THEPRESENTSTUDYWILLCONDUCTSOCIALSTRATEGYTRAININGONREADINGTHETRAININGWILLFOCUSONSIXTYPESOFSOCIALSTRATEGIESWHICHAREADOPTEDFROMTHECLASSIFICATIONBYOXFORDTHESESIXTYPESOFSOCIALSTRATEGIESINCLUDETAKINGEM
44、OTIONALTEMPERATURE,GROUPINTERACTION,CULTURALBACKGROUNDLEARNING,SELFTALK,LOWERINGANXIETYANDQUESTIONSOFCLARIFYING2419SOCIALSTRATEGIESANDREADINGCOMPREHENSIONTHESOCIALSTRATEGYTRAININGONREADINGINTHEPRESENTSTUDYHASEFFECTON8PARTICIPANTSAWARENESSOFSTRATEGYUSEPARTICIPANTSAWARENESSOFSTRATEGYUSEISENHANCEDAFTER
45、THETRAININGAMONGTHESESIXTYPESOFSOCIALAFFECTIVESTRATEGIES,CULTURALBACKGROUNDLEARNINGISMORESENSITIVETOSTRATEGYTRAININGTHANTHEOTHERSTRATEGIESPARTICIPANTSUSECULTURALBACKGROUNDLEARNINGSTRATEGYMOREFREQUENTLYAFTERTHETRAININGTHESTRATEGYTRAININGINTHEPRESENTSTUDYHELPSPARTICIPANTSWITHTHEIRREADING,PARTICIPANTSR
46、EADINGSIZEGOTEXPANSIONAFTERTHETRAINING242DIRECTSTRATEGYANDINDIRECTSTRATEGY2421THEDEFINITIONOFDIRECTSTRATEGYANDINDIRECTSTRATEGYDIRECTSTRATEGYISASTRATEGYINWHICHTHEREADERSCONTACTWITHTHELANGUAGEDIRECTLYDIRECTSTRATEGYINCLUDESOFMEMORYSTRATEGIES,COGNITIVESTRATEGIES,COMPENSATESTRATEGIESINDIRECTSTRATEGYISAST
47、RATEGYINWHICHREADERSCONTACTWITHLANGUAGEINDIRECTLYINDIRECTSTRATEGYINCLUDESOFPLANNINGSTRATEGIES,THINKINGSTRATEGIES,INTERVIEWSTRATEGIES243LANGUAGELEARNINGSTRATEGIESANDLANGUAGEUSINGSTRATEGIES2431THEDEFINITIONOFLANGUAGELEARNINGSTRATEGIESANDLANGUAGEUSINGSTRATEGIESITWASDIVIDEDACCORDINGTOTHEPURPOSEOFUSINGLA
48、NGUAGEPARIS56THELANGUAGELEARNINGSTRATEGIESREFERSTOTHELANGUAGELEARNINGTHELANGUAGEUSINGSTRATEGIESREFERSTOTHEUSEOFLANGUAGEANDTHEUSEOFSTRATEGIES25STUDYONTHESTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADING251STUDYONTHESTRATEGIESOFJUNIORMIDDLESCHOOLSTUDENTSENGLISHREADINGABROADTHECLIMAXOFTHERESEARCHINS
49、ECONDLANGUAGEREADINGHASBEGUNTOFOCUSONREADINGSTRATEGIESSINCETHELATE1970SANDTHEEARLY1980SRESEARCHINSECONDLANGUAGEREADINGHASALSODEMONSTRATEDTHATSTRATEGIESWEREDIFFERENTINMOREORLESSPROFICIENTREADERSCARREL98RELATIONSHIPSOFREADINGSTRATEGYANDREADINGABILITY9WEREALSOEXPLOREDBYSOMEOFTHERESEARCHESSHEOREY201YANGWITHOUTANADEQUATEAMOUNTOFVOCABULARY,ITISHARDTOREADINGMATERIALSFLUENTLYASWEALLKNOW,READINGMATERIALISTHEPRODUCTOFCERTAINSOCIETYANDCULTUREMOSTSTUDENTSDONOTKNOWENGLISHSPEAKINGCOUNTRIESCULTURALKNOWLEDGE,SOITISVERYHARDFORTHEMTOUNDERSTANDENGLISHREADINGCOMPREHENSIONSIXTEENPERCENTOFS
