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Abstract:Reading is one of the most important four skills in the learning of English as a foreign language in China; it is an effective way to learn English linguistic knowledge and improve the ability of language use. The use of reading strategy is regarded as an important way to gain the information in the process of reading. In this study, questionnaire survey is the main instrument to research the English majors’ situation of English reading strategy use in Honghe University, including reading strategy use, cognitive strategy and mate-cognitive strategy three aspects. The study also analyzes the factors that affect reading strategy use. From the investigation, it indicates that English majors’ reading strategy was affected by different factors, and they can’t use reading strategy effectively. The result can provide a reference for English majors, and help them self-control and self-regulatory in their reading process. Therefore, this research will definitely be helpful to improve reading ability and even learning ability.
Keywords: English majors; reading strategy use; meta-cognitive strategy; cognitive strategy
Contents 摘要 Abstract 1 Introduction-1 1.1 Research Origin-1 1.1.1 Research background-1 1.1.2 Purpose and significance of this study-3 1.2 Research Hypothesis-4 2 Literature Review-6 2.1 Basic Theories-6 2.2 Studies Abroad-7 2.3 Studies at Home-8 2.4 Summary-8 3 RESEARCH METHODOLOGY-9 3.1 Research Methods-9 3.2 Subjects-9 3.3Research Instruments-10 3.3.1 Questionnaire about situation of reading strategy use (Questionnaire A)-10 3.3.2 Questionnaire about the factors that affect reading strategy use (Questionnaire B)-11 3.4 Data Collection-11 4 ANALYSIS THE RESULT OF RESEARCH-13 4.1 Data Analysis-13 4.1.1 Analysis of reading strategy use-13 4.1.2 Analysis of factors affecting on reading strategy use-18 5 DISCUSSION AND IMPLICATIONS-21 5.1 Findings and Discussion-21 5.1.1 Discussion on Questionnaire A-21 5.1.2 Discussion on Questionnaire B-22 5.2 Implications-23 6 CONCLUSION-25 REFERANCES-27 APPENDIX Ⅰ-28 APPENDIX II-30 ACKNOWLEDGEMENTS-32 |
