提高初中生英语阅读能力的策略英语专业论文

学号11111012324院系国际关系学院西安翻译学院XI’ANFANYIUNIVERSITY本科毕业论文ThesisforBachelor’sDegree题目：StudyonStrategiesofJuniorMiddleSchoolStudents’EnglishReading学生姓名：指导教师：学科专业：英语2015年5月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strategiesintheirEnglishreadingsupportstheimprovementoftheirEnglishreadingability.Englishteacherscanapplythefindingsofthisinvestigationtohelptheirstudents.ThestudentswillrealizethesignificanceandnecessitiesofthestrategiesinEnglishreadingandpromotetheapplicationofthestrategiessothattheycanimprovetheirEnglishreading.Meanwhile,itmaymaximizetheirreadingachievementsbyhelpingthemidentifythedifferencesinEnglishreading.AndstudentswillpaymuchmoreattentiontotheirEnglishreadinghabits.1.3StructureoftheResearchThispaperiscomposedoffiveparts,themaincontentsareasfollows:Chapteroneistheintroductionofthewholethesis.Itwouldgiveageneralintroductionofthestudy,thebackground,purposeandstructureofthestudy.Chaptertwoistheliteraturereviewpart.Itintroducesthedefinitionandtheimportanceofreadingstrategies.ThenitstatesthedefinitionofEnglishreadingstrategyanditsclassification.Inthelast,itgivesusthestudiesonthestrategiesofjuniormiddleschoolstudents’Englishreadingabroadandathome.Chapterthreeistheexperimentpart.TheauthorchoosesstudentsfromHandanJuniorMiddleSchool.Twentystudentswillbeinterviewedabouttheapplicationofreadingstrategies.Therewillalsobeaquestionnairetoseehowmuchthestudentsmasterthestrategiesandtheirapplicationinreading.Chapterfouristhefindingsanddiscussionpart.Wecanknowthat

students

usereadingstrategies

inarelatively

lowlevel.Cognitive

strategiesandmeta-cognitivestrategies

havenotbeenfully

usedin

thereadingprocess.StudentsshouldpaymoreattentiontousingthestrategiesintheirEnglishreading.Chapterfiveisthelimitationsoftheresearchandfuturesuggestions.Thenumberoftheparticipantswasrelativelysmall.Therefore,thistopichaslargespacetostudy.Intheconclusionpart,thosethreereadingstrategiesshouldbetreatedinarightway.Studentsshouldpaymoreattentiontoreadingstrategies.Thestrategiesshouldbeconsideredwhentheteachersinstructreadingcoursestomiddleschoolstudents.Bothteachersandstudentsshouldmasterreadingstrategies.2.LiteratureReview2.1DefinitionofStrategiesAnumberofresearchershavedefinedwhatconstituteslanguagelearningstrategiesindifferentways;however,thesedefinitionsconveysimilarconcepts.

Aboutthis

(Ellis99)gaveusdefinitionsof

learningstrategiesandlanguage

learningstrategiesasfollows：Ellislisted

thefollowingfivedifferent

definitionsofstrategy：(1)“Accordingtoourview,thestrategycanbebestusedtopresentthatlanguagelearnerscanusetheapproachofthegeneraltrendorgeneralcharacteristics,techniquesforthespecificsituationtodescribevisualbehavior.”(Wenstein86).(2)“Languagelearningstrategyisthepracticeorideaoflanguagelearning.”(Stern67).(3)“Learningstrategiesareskills,methodsordeliberateactionstakenbystudents.”(Chamot87).(4)“Readingstrategyisastrategyhelpfulforstudentstoconstructtheirowninternetlanguagesystem,whichcandirectlyinfluencethedevelopmentoflanguage.”(Chamot33).(5)“Languagelearningstrategiesaretheactsoractionsthelearnertakeinordertomakelanguagelearningbehaviororactionmoresuccessful,moreautonomous,morepleasant.”(Oxford67).2.2TheimportanceofstrategiesStrategiesinthesecondlanguageorforeignlanguagelearningareextremelyimportantandaredrivenbycertaingoalsfromthelearners’side.LanguagelearningstrategiescangreatlybenefittheeffectivenessandefficiencyofthelearnerstocertainlearningtasksinEnglish,especiallyforthosewhoarestillatanearlystageofthelearningprocess.Therefore,ChamotlooksatlanguagelearningstrategyasoneofthecrucialfactorsinEnglishreading(Veit63).2.3DefinitionofEnglishReadingStrategiesStrategiesare“deliberateandconsciousprocessesbywhichthereaderattemptstoovercomeaproblem”(Underwood87).Blanchardregardsreadingstrategiesas“actionswhichareselecteddeliberatelytoachieveparticulargoals”.2.4ClassificationofEnglishReadingStrategies2.4.1Meta-cognitiveStrategies,CognitiveStrategiesandSocialStrategiesTheDefinitionofMeta-cognitiveStrategiesCognitionandmeta-cognitionaretwoimportantconceptsinmoderneducationscience.Cognitionreferstotheprocessofacquiringknowledge(Markstein19).Althoughthetermhasbeenpartofthevocabularyofeducationalpsychologistsformorethantwentyyears,andtheconcepthasexistedforaslongashumanshavebeenabletoreflectontheircognitiveexperiences,thereismuchdebateoverexactlywhatmeta-cognitionis.ClassificationsofMeta-cognitiveStrategiesAccordingto(Brown87),meta-cognitioncanbedividedintotwoparts:theknowledgeofcognitionandtheregulationofcognition.Theknowledgeofcognitionreferstothesubject’sknowledgeabouthiscognitionability,cognitionstrategies,andhowtomakebestuseofhisability.Andtheregulationofcognitionmeanstheregulatingmethodsthatapositivelearnerusestosolvehisproblemsthathemeetswithduringlearning,includingplanning,checking,monitoringandbeingexaminedetc.Twopartsareofdifferentcharacteristics.Theknowledgeofcognitionisstable,recognizable,andcanbeexpressed.Itwillalsodevelopwiththeincreasingofage.Theregulationofcognitionisnottoostable,usuallyunconscious,andsoisnoteasytoexpress:Itdependsonthetaskandcontext，ratherthanonage.Meta-cognitiveStrategiesandReadingComprehensionReadingisaprocessofacquiringinformationconveyedincharactersorothersymbol.Itisaveryimportantmeanstoshapeacitizenofthemodemsociety.Wehaveallexperiencedthephenomenonofreadingapageinatextbookandthenrealizedwehavenotcomprehendedasinglething.Byusingmeta-cognitivestrategieswecanavoidit.TheDefinitionofCognitiveStrategiesBrunerputforwardthetermcognitivestrategyfirstin1956.Untilthe1970s,Gagneidentifiedandcategorizedcognitivestrategyasthefieldofacademicstudy.Yetthereisnoofficialdefinitionofitbutaskillthatisinternallyformedduringthecontroloftheirmentalprocesses.(Hennings20)saysthecognitivestrategiesarecloselylinkedwithspecificlearningaims.Afterabovepoints,theauthorconcludesthedefinitioninshort:whenyoudealwithanewproblem,cognitivestrategiesarethethoughts,ideasandactionsthatyoutaketosolveit.Meta-cognitivestrategiesaredifferent.Itmeanstheplanandthoughtaboutlearningmonitoringyourownbehavior,whilecognitivestrategiesonlydealswithbasiclearningproblems.ClassificationsofCognitiveStrategiesAccordingtoChamot’sandO’malley’sview,thereare4itemsofcognitivestrategies,(1)Resourcing:employingreferencematerialsfromtargetlanguage,suchastextbooks.(2)Translation:whenyouproducethesecondlanguage,youmaythinkaboutyourfirstlanguageormothertongue.(3)Recombination:bycombiningtheknownelementsinanewway,theycreateanewsentence.(4)Summarizing:makingasummaryoftheinformationyougetintheoral,mentalorwrittenform.InChina,Qiufang(Wen72)defineslearningstrategiesasmanagementstrategiesandlanguagelearningstrategies.Managementstrategiesconcernwiththeprocessoflearningandlanguagelearningstrategiesconcernwiththematerial,suchastextbooks.CognitiveStrategiesandReadingComprehensionReaderscanobtainmeaningfromatextduringreading.Readersbegintoprocessinformationatalevelofsentencebyusingbottom-upstrategies.Inotherwords,theyconcentrateongrammaticalcategoryofawordandidentificationofthemeaning,textparticulars,syntaxofsentence,andsoon.Cognitivestrategiesarealsoknownasheuristics.Tobeexact,acognitivestrategyisaguideoraheuristicwhichhelporsupportthelearnerwhensheorhedevelopsinnerprocedures.Theycanperformthehigherleveloperationsthroughdevelopinginternalprocedures.Acognitivestrategyisnotanalgorithmwhichcanbepreciselyfollowed.Itisalsonotadirectprocedure.DefinitionsofSocialStrategiesSocialstrategiesrefertostrategiesincludingtheinteractionwithotherlearnersorthemanagementofaffection.Whencomparedwithmeta-cognitivestrategiesandcognitivestrategies,socialstrategiesarethoughttobemoreapplicabletovarioustasks.Oxforddefinessocialstrategiesas“thetechniqueslearnersusetocollaboratewithothers,toverifyunderstandingortoloweranxiety”.Morespecifically,thedefinitionofsocialstrategiesadoptedinthepresentstudyisinthefollowing:socialstrategiesmeantogetnewinformationthroughinteractionwithothers.ClassificationsofSocialStrategiesWiththedevelopmentofstudiesonsocialstrategies,someclassificationsareputforwardbyresearchers.O'Malleyrecognizesthreekindsofsocialstrategies:cooperation,self-talksandquestionsofclarification.Anotherclassificationofsocialstrategiesisconnectedwiththeproblemsofsocialandaffectiveprocessesonlearning.Socialstrategiescontainaskingquestionsforclarificationandcooperativelearning,whichleadtothenecessityofincreasinginteractionwiththetargetlanguage;Affectivestrategiesareconnectedwiththelearners’emotionalrequirements.Andthen,accordingtoOxford,thethreemainsetsofsocialstrategiesare:(1)askingquestionsforclarificationandforcorrection;(2)cooperatingwithotherswhichincludescooperatingwithproficientusersofthelanguageandcooperatingwithpeers;(3)empathizingwithothersthatcoversbecomingawareofothers'thoughtandfeelingsanddevelopingculturalunderstanding.Inlightofthepreviousstudies,thepresentstudywillconductsocialstrategytrainingonreading.ThetrainingwillfocusonsixtypesofsocialstrategieswhichareadoptedfromtheclassificationbyOxford.Thesesixtypesofsocialstrategiesincludetakingemotionaltemperature,groupinteraction,culturalbackgroundlearning,self-talk,loweringanxietyandquestionsofclarifying.SocialStrategiesandReadingComprehensionThesocialstrategytrainingonreadinginthepresentstudyhaseffectonparticipants’awarenessofstrategyuse.Participants’awarenessofstrategyuseisenhancedafterthetraining.Amongthesesixtypesofsocial-affectivestrategies,culturalbackgroundlearningismoresensitivetostrategytrainingthantheotherstrategies.Participantsuseculturalbackgroundlearningstrategymorefrequentlyafterthetraining.Thestrategytraininginthepresentstudyhelpsparticipantswiththeirreading,participants’readingsizegotexpansionafterthetraining.2.4.2DirectStrategyandIndirectStrategyTheDefinitionofDirectStrategyandIndirectStrategyDirectstrategyisastrategyinwhichthereaderscontactwiththelanguagedirectly.Directstrategyincludesofmemorystrategies,

cognitivestrategies,compensatestrategies.Indirectstrategyisastrategyinwhichreaderscontactwithlanguageindirectly.Indirectstrategyincludesofplanningstrategies,thinkingstrategies,interviewstrategies.2.4.3LanguageLearningStrategiesandLanguageUsingStrategiesTheDefinitionofLanguageLearningStrategiesandLanguageUsingStrategiesItwasdividedaccordingto

thepurposeofusinglanguage(Paris56).Thelanguagelearningstrategies

referstothelanguagelearning.Thelanguageusingstrategiesreferstotheuseof

language

andtheuseof

strategies.2.5StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReading2.5.1StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReadingAbroadTheclimaxoftheresearchinsecondlanguagereadinghasbeguntofocusonreadingstrategiessincethelate1970sandtheearly1980s.Researchinsecondlanguagereadinghasalsodemonstratedthatstrategiesweredifferentinmoreorlessproficientreaders(Carrel98).Relationshipsofreadingstrategyandreadingabilitywerealsoexploredbysomeoftheresearches(Sheorey201;Yang&Zhang69).Finally,Barnetconcludedthattherewasarelationshipbetweenstrategyuseandreadingcomprehensionlevel.Carrelinvestigated“SheoreyandMoari”wereconductingsignificantresearchontheidentificationofmeta-cognitivereadingstrategiesofmiddleschoolstudents.Atlast,theyhadgreatachievements.2.5.2StudyontheStrategiesofJuniorMiddleSchoolStudents’EnglishReadingatHomeInChina,readingstrategystudiesofexperimentaltypearemainlyfoundinLanguageLearningStrategy(Lv45)whoinvestigatethereadingstrategiesof397TsinghuaUniversitystudentsusingaself-designed52-itemquestionnaireinordertoidentifyifthereisasignificantdifferenceinstrategyusebetweentwogroupsofreaders(goodandbad)andtotesttheeffectivenessofstrategytraining.Readingstrategiestheyidentifyareundertwobroadcategories.Subsequently,these20readingstrategieswereselectedforstrategytraining.Additionalstrategytrainingisprovedtobeeffectivemethodtopromotestudents’readingcomprehension.Dandan(Li22)categorizedreadingstrategyintosixcategories:prediction,skimming,scanning,structureanalysis,andinference.Inaddition,itaimedatfindingoutthedifferencesintheemploymentofreadingstrategiesbetweensuccessfulandunsuccessfulreaders.3.Methodology3.1ResearchObjectivesThisthesisaimsatimprovingstudents’Englishreadingabilitythroughstudyingonthestrategiesofjuniormiddleschoolstudents’Englishreading.3.2ResearchQuestionsThischapterismainlyconcernedabouttheexperimentoffindingoutwhethertheapplicationofthereadingstrategiescaneffectivelyimprovethestudents’readingability.3.3ResearchSubjectsThisresearchexploresthesituationofapplicationofreadingstrategiesinjuniormiddleschoolinordertoimprovetheEnglishreadingability.Thepurposeofapplyingthesestrategiesistoimprovethestudents’Englishreadingability.3.4ResearchInstrumentsThisresearchinvolvestwoinstruments:questionnairesandinterviews.3.4.1QuestionnaireThenameofthequestionnaireistheApplicationofStrategiesinEnglishReadingofJuniorMiddleSchool.Thequestionnaire

includes20

questions.Thisquestionnaires(Appendix)designedforthe50studentsinClassOneGradeSeveninHandanJuniorMiddleSchool.Theauthorusesthesequestionnairestogetstudents’ideaofreadingstrategies.Forinstance,whetherthestudentslikeusingreadingstrategiesornot,whetherthosestrategiescanhelpimprovetheirreadingability,etc.Fromthequestionnaires,wecangetmoreimportantinformationaboutthestudents’attitudetoEnglishstrategies.3.4.2InterviewInterviewwasconductedaloneintheoffice,withoutanyinterference.Theauthorinterviews20studentsinHandanJuniorMiddleSchoolandasksthemquestionssuchas:“Whenyoucomeacrossanewword,doyoufirstlylookitupinadictionary?”“Whenyouencounteranewword,doyouguessthemeaningfromthecontextfirst?”“Whichreadingstrategydoyouknow?”“DoyouthinkitisabeneficialandusefulstrategyinEnglishreading?“Doyouhavesomesuggestiontoreadingstrategies?”4.ResultsandDiscussionAfterthisresearch,theauthorgetssomeresultsfromtheinterviewsandthequestionnaires.Mostofstudentsagreethattheapplicationofthereadingstrategiescaneffectivelyimprovethestudents’readingability.Andtheresultsareshownasfollows.4.1ResultofInterviewsTheauthorinterviews20studentsandasksthemsomequestionsaboutthereadingstrategies.MostofthemregardthatthosefivestrategiesareveryusefulapproachesinEnglishreadingofjuniormiddleschool.ThreeofstudentswithlittleinterestinEnglishdonotknowtoomuchaboutreadingstrategiesbutsomeskills:scanning,skimming,whiletheyneverusethem.ElevenofthemwithgreatinterestinEnglishknowthreetofivestrategiessuchasmate-cognitivestrategies,cognitivestrategies.socialstrategies,directstrategyandindirectstrategy,andtheyuseformerthreesmore.TheotherstudentsthinkthattheyknowsomestrategiesbuttheyusuallyreadEnglishbyexperience.Fromtheresultwecanknowthatthesituationofreadingstrategiesapplicationisworse.Tosomeextent,interestisafactorwhichaffectstheusingofstrategies.What’smore,teachersshouldintroducesomestrategiestostudentsandspurthemtouseinEnglishreading.4.2ResultofQuestionnairesTheresultsofthequestionnairesfor50studentsareshownonTable1andTable2.Table1indicatesthattwelvepercentofstudentsneverusestrategies.Thesestudentshavenoideaaboutanystrategies,whiletheyhaveasmallsizeofvocabularyandlackbackgroundknowledge.Vocabularyisthebasisofalanguage.Withoutwords,languagebecomesnonsense;withoutanadequateamountofvocabulary,itishardtoreadingmaterialsfluently.Asweallknow,readingmaterialistheproductofcertainsocietyandculture.MoststudentsdonotknowEnglish-speakingcountries’culturalknowledge,soitisveryhardforthemtounderstandEnglishreadingcomprehension.Sixteenpercentofstudentsoftenusestrategies.TheyreadEnglishwithinterestandpositiveattitude.Andtwentypercentofstudentsalwaysusestrategies.ThesestudentsallareinhighlevelinEnglish.TheyhaveagooddealofvocabularyandEnglishbackground.Table2indicatesthatamongthe5strategiesmeta-cognitivestrategies,cognitivestrategiesandsocialstrategiesareusedmore.Cognitionandmeta-cognitionaretwoimportantconceptsinmoderneducationscience.Cognitivestrategiesarealsoknownasheuristicsbecausethatacognitivestrategyisaguideoraheuristicwhichhelporsupportthelearnerwhensheorhedevelopsinnerprocedures.Whencomparedwithmeta-cognitivestrategiesandcognitivestrategies,socialstrategiesarethoughttobemoreapplicabletovarioustasks.Abovethreestrategies,whichcanbeusedbypeoplewhowithdifferenttraits.Andfixtureusingwillbebetter.UsingFrequencySizeofusingpeopleRateofusingNever612%Seldom714%Sometimes816%Often918%Always2020%Table1Table2StrategiesSizeofusingpeopleRateofusingUsingfrequencyMeta-cognitivestrategies1739%AlwaysCognitivestrategies1023%OftenSocialstrategies818%SometimesDirectstrategy511%SeldomIndirectstrategy49%Never5.Findings,LimitationsandFutureSuggestionsBymeansofquantitativeresearchandqualitativeresearch,valuablefindingsareacquired.Itisfoundoutthatmajorityofjuniormiddleschoolstudentsfailtousereadingstrategiesinreadingactivities.Therearedifferencesbetweeneffectivereadersandineffectivereadersinapplicationofreadingstrategy.Effectivereadersusereadingstrategiesmoreconsciouslyandmoreflexiblythanineffectivereaders.Viewsareheldthatlackofreadingstrategiesisoneofthemainfactorsthataffecttheimprovementofreadingability.Justlikelearningstrategies,readingstrategiescanbelearned.Theymaybeginasdeclarativeknowledge.Butthroughrepeatedpracticeanduse,thesestrategiesmayturnintoautonomousandproceduralknowledge.Althoughthisstudyhasachieveditsgoals,limitationsseemtobeinevitable.Tostartwith,thisstudywasconstructedforquantitativeanalysisforreadingstrategyuse.Althoughthegeneralizationoftheresultscanbepresentedafteranalysis,itishardtoidentifyindividualreasonsforlittleusingofstrategiesbydifferentstudents.Ithasinadequateinterviewees.Meanwhile,astheseparticipantsmostwereEnglishlearners,theiranswersmaynotobjectivelyreflecttheirrealthoughtsastheymighthavewantedtopleasetheirteachersotheygivemoresatisfactoryanswersforthesurvey.Similarsuspicionmightalsooccurduringtheinterviewsessions.Finally,thenumberoftheparticipantswasrelativelysmall;therefore,thisstudyinviteslargerstudyforthesimilartopicinthefuture.Futuresuggestionsareasfollows:Enlargethenumberofparticipants,allgradesofjuniormiddleschoolcanbechosen.Diversifytheparticipants,notonlytheEnglishmajors.Mirrorthestudiesofforeigner’s.6.ConclusionInthethesis,theauthortriestoillustratereasonsandthesignificancetoimprovestudents’Englishreadingcompetenceinjuniormiddleschools.StudentsarerequiredtolearnEnglishwellbecauseit’sveryimportant,inaddition,goodEnglishreadingabilitycanhelpimproveotherbasicskillsforjuniormiddleschoolstudents’Englishlearning.Inthethesis,inordertolearnmoreaboutreadingstrategyuseforstudentsinjuniormiddleschools,theauthorresearchesandanalyzesthesituationsofreadingstrategiesusedbygivingthemquestionnairesandreadingcomprehensiontests.Duringthestudy,itisfoundthatthejuniorstudentsadoptthereadingstrategiesmoderately.Inaddition,theauthorofferssomereadingstrategiestochangethepresentsituationintheexperimentalclass.Theresultrevealsthatreadingstrategiestrainingcontributestothereadingproficiency.

Bibliography[1]BelyanB.V.ReadingSkillsandPractice.Oxford:PermonPress,1963[2]DorothyGrantHennings.AnAnalysisofChildren’sTaskStrategiesforaTestofReadingComprehension.NewJerseyPress,1996[3]KarenBlanchard,ChristineRoot.TeachingReadingSkillinaForeignLanguageTianjin:NankaiUniversityPress,2007[4]LindaMarkstein.DevelopingReadingSkills.ThomsonPublishingInc,1983[5]MaryUnderwood.ReadingPlus.Beijing:ThecentralradioandTelevisionUniversityPress,2003[6]Oxford,R.LanguageLearningStrategy:WhatEveryTeacherShouldKnow.NewYork:NewburyHousePublishers,1990[7]R.Sheorey,K.Mokhtari.EnglishReadingComprehension.Beijing:People’sEducationPress,2000[8]RichardVeit.Writing,Reading,andResearch.NewYork:MacmillanCollegePublishingCompany,1994[9]Rivers,W.M.TeachingForeignLanguageSkills.TheUniversityofChicagoPress,1968[10]RodEllis.TeachingReadingSkillinaForeignLanguage.OxfordUniversityPress,1998[11]高翔.论阅读的心理机制及其能力的培养[J].兰州大学学报,1998(4)[12]葛玉敏.初中英语阅读教学有效性研究[J].上海师范大学,2012(12)[13]黄家修.美国文学阅读与欣赏[M].武汉：武汉大学出版社,2007[14]库克.第二语言学习与教学[M].北京：外语教学与研究出版社,2000[15]科恩.学习和运用第二语言策略[M].北京：外语教学与研究出版社,2000[16]李兵.21世纪英语阅读[M].北京：对外经济贸易大学出版社,2008[17]李华山.综合阅读全面突破[M].北京：科学技术文献出版社,2007[18]李清平,黄永安.英语阅读:文化、技巧和实践[M].长沙：湖南人民出版社,2007[19]李斯平,孙智慧.轻松英语阅读[M].广州：广东路由出版社,2005[20]李照国.通过阅读学习英语[M].上海：上海中医药大学出版社,2001AcknowledgmentsIamdeeplygratefultoMrs.LiJing,mysupervisor,towhomIoweagreatdealofgratitudeandappreciation.Mrs.Ligavemealotofinvaluableinstrumentsandhelpedmemuchineverystageofmythesiswriting.Thankstoherpatienthelpandtimelyencouragement,Icouldaccomplishthispaper.Ialsowouldliketoprefermysinceregratitudetothoseteacherswhospendtheirprecioustimeinreadingthisthesis.Finally,Ialsowouldliketotakethisopportunitytothankmyparentsandfriends.Withouttheirunderstandingandsupport,IcannotfinishmypostgraduatestudyandneithercanIfinishthispaper.

AppendixQuestionnaireReadingStrategies(inEnglish)Englishreadingstrategyisoneofthemainfactorsthataffecttheimprovementofseniormiddleschoolstudents`readingability.Thisquestionnaireisdesignedtofindoutwhetherseniormiddleschoolstudentsusereadingstrategiesornotwhiletheyarereading.Pleasereadthefollowingstatementscarefullyandwritethenumberyouchooseintheanswersheet：1=never,2=seldom,3=sometimes,4=often,5=alwaysThankyouverymuchforyourcooperation1.WhenIcomeacrossanewword__firstlookitupinadictionary.2.WhenIencounteranewword,I__guessthemeaningfromthecontextfirst.3.WhenIfindanewword,I__trytounderstanditusingword-formationknowledge.4.1__wanttohavethebackgroundinformationofreadingmaterials.Ihopemyteacher__introducesusmorebackgroundinformationofreadingmaterials.6.IfIdonotunderstandapassage,I__makeuseofbackgroundinformationtohelpunderstandit.Beforereading,I__firstguessthecentralmeaningbasedonacquiredbackgroundinformation.Beforereading,I__predictthecomingcontentfromthetitle.Whilereading,I__predictthepassagefromthekeywordsinthepassage.Whilereadingapassage,I__predictthecomingcontentbyusingtheacquiredbackgroundinformation.Whilereadingapassage,I__inferthecentralmeaningfromtheorganizationofthepassage.I__knowsomethingaboutreadingstrategies.I__risereadingstrategies.I__thinkreadingstrategylearningisimportantformyreadingabilityimprovement.Teachers__introducesomeusefulreadingstrategiestoustofacilitateourreadingprocess.Weare__askedtousereadingstrategiesinreading.I__takeanotebookwithmetowritedownnewwordsencounteredinreading.I__classifynewwordsintosynonyms,antonyms,orcognates,sothatIcanrememberthembetter.Beforereadingclasses,I__readthereadingmaterialsfirstandconsultadictionaryifnecessary.WhenIdonotunderstandasentence,I__analyzeitsstructuretoaidtheunderstanding.基于C8051F单片机直流电动机反馈控制系统的设计与研究基于单片机的嵌入式Web服务器的研究MOTOROLA单片机MC68HC（8）05PV8/A内嵌EEPROM的工艺和制程方法及对良率的影响研究基于模糊控制的电阻钎焊单片机温度控制系统的研制基于MCS-51系列单片机的通用控制模块的研究基于单片机实现的供暖系统最佳启停自校正（STR）调节器单片机控制的二级倒立摆系统的研究基于增强型51系列单片机的TCP/IP协议栈的实现基于单片机的蓄电池自动监测系统基于32位嵌入式单片机系统的图像采集与处理技术的研究基于单片