电脑考托福试题

ReadingstrategiesoffreshmeninTainanTeachers'College

Background

Therearefourskillswhenleaningalanguagethatarelistening,speaking,readingandwriting.

Reading,alongwithlistening,issometimesviewedasapassiveskill.(Nunan,1999).However,asother

skills,readingabilityisnecessaryindailylife,especiallyinacademiclearning.Becausereadingabilityis

relatedtomathematicsandsciences,thegreaterone'sreadingability,themorehe/shelearnsinevery

academicarea,themorecontributionhe/shecanprovidetohis/hercountry,nowonderEnglishpeople

wantto“buildanationofreader”,UnitedStateannounced“readingfirsf9,“readtoread,readyto

leam^^andrecentlyBush(2001)madetheimportanceofchild'sreadingachievementthemajorgoal.

Besides,asweinspecttheeducation,forhundredyears,beingliteratehasbeenthemarkoftheeducation

(Nunan,1999).However,accordingtoNunan(1999)''readinginvolveshighlycomplexcognition

processingoperations.noteveryindividuallearnshowtoread.Forthesereasons,nowadaysmany

countriesallovertheworldspentalotofmoney,time,andeffortinreadingeducation,especiallyin

teachingreading.

Accordingtothequestionnaireinvestigatingoftherelationshipbetweenmotivation,strategiesand

classatmosphereinteachercollegefreshmenEnglishcourseinTainan,thecollegestudentswouldliketo

improvetheirlanguagefourskills,listening,speaking,readingandwriting.However,howtoimprove

theirfourskills?Howtomaketheirlearningmoreeffective,moreinteresting?Theintroductionofthe

learningstrategiesmaybetheanswer.

AccordingtoNeil(1999),readingisanessentialskillforEnglishasasecond/foreignlanguage

(ESL/EFL)students;andformany,readingisthemostimportantskilltomaster.Withstrengthened

readingskills,ESL/EFLreaderswillmakegreaterprogressandattaingreaterdevelopmentinall

academicareas.Fortheimportanceofreadingandtheneedofthefreshmen,wetrytofindoutthe

possiblereadingstrategiesthatareabletouseintheclasssothatcollegestudentscanimprovetheir

Englishability,especiallyreadingability,inamoreeffectivewayandmakethemlearnEnglishwithmore

confidence.

Literature

Whatisthe“strategy”

Theword“strategy“comesfromtheancientGreekterm“strategia“meaninggeneralshiportheartof

thewar.Morespecially,strategyinvolvestheoptimalmanagementoftroop,ship,oraircraftinaplanned

campaign(Oxford,1990).Thisexpressesstrategyarethewaysappliedforsomesituations,whichare

neededtoplan,takestepsthenachievethegoal.LikeOxford(1994)suggested"strategiesarespecific

methodsofapproachingaproblemortask,modesofoperationforachievingaparticularend,planned

designsforcontrollingandmanipulatingcertaininformation.^^Tosumup,thestrategiesexitforsolving

theproblem,achievingthegoalinpeople'sdailylife,intheirworkingand,ofcourse,inthelearning.

Sincewehaveknownwhatthestrategiesare,whatarelanguagelearningstrategies?Accordingto

Nunan(1999)languagelearningstrategiesare“thementalcommunicativeprocessthatlearnersdeployto

learnasecondlanguage/9or“thementalandcommunicativeprocedureslearnersuseinordertolearnand

uselanguage."Heannouncedthatusuallylearnersareunawareoftheirusingofstrategies.However,

Oxford(1990)suggestedthatlearningstrategiesare“behaviors,techniques,oractionsusedbystudents,

oftenconsciously,toenhancetheirlanguage”,or46languagestrategiesarestepstakenbystudentsto

enhancetheirownleaming^^(Oxford,1990).Whethertheuseofthelanguagelearningstrategiesare

consciousornot,tosumup,theyaretheways,ortechniques,thatusedbystudentstogaintheskillsin

secondlanguagelearning.

Themainbenefitofthelearningstrategiesistomakelearneragoodlearnerandmakethelearning

moreeffective.Jones,etaL(1987)foundthateffectivelearnerareawareoftheirlearningprocessandseek

theappropriatelearningstrategiestoenhancetheirlearning.Similarly,O'MalleyandChamot(1990)

foundthatoneofthedifferencesbetweenthemoreeffectivelearnersandthelessonesisthatthemore

effectivelearnersusemorestrategies.

Thehistoryofthestrategy

Theresearchesaboutthelearningstrategiesbeganin1970s,someresearchersfoundthatnot

everyonecandowellintheirlearning,someofthemaresuccessfullearners,andsomearenot.Therefore,

theresearcherswantedtoknowwhatmethoddothesuccessfullearnersuse.ThisobservationledbyRubin

(1975)andStern(1975)described“goodlanguagelearners^^intermsofpersonalcharacteristics,learning

stylesandstrategies.RubinandThompson(1982)laterdescribedfourteencharacteristicsofgoodlearner.

Sincethen,moreresearcherswerespurredtoidentifycharacteristicsofthegoodlearners.(Stevick,1989;

RubinandTompson,1982;Marshall,1989;Stalling&Kaskowitz,1974).Althoughtheseresearches

discussedmanyelementinthelearningprocessnotonlyfocusedonthelearningstrategies,these

researchesstillinspiredotherresearchers,suchasNaimanetal(1978),tocontinuetheissueofthe

learningstrategies.Amongtheseresearches,somehasnowspecificallyledtothedefinitionof44learning

strategies”.Inthefieldofsecondlanguageacquisitionhasdistinguishedthestrategiesinto66learning

strategies^and“communicationstrategies”.Theformerisrelatedtohowtotakingmassagesformothers,

thelaterishowtoexpressmeaning.Betweenthesetwostrategies,therearemanyresearchersfocusingon

leaningstrategies,especiallylanguagelearningstrategies.Forexample,MichaelO9Malley,AnnaChamot

andtheircolleagues(O9Malleyetal.,1983,1985a,1985b,1987,1989;O'MaHeyandChamot,1990;

ChamotandO'Malley,1986,1987)havestudiedthelearningstrategiesinESLclassroomintheUnited

Stated.AccordingtoO'MalleyandChamot,theydividedthelearningstrategiesintothreecategories:

“Metacognitive”,"Cognitive"and"Socioaffective”.However,Oxford(1990),theleadingteacherinthe

fieldoflanguagelearningstrategies,hasdividedthelearningstrategiesintosixgroups:memory,cognitive,

metacognitive,compensation,socialandaffective.Inaddition,inrecentyears,therearealsonumerous

studieshavebeenfocusedonthelearners5usingvariousstrategiesthatareabletostrengthentheir

languagecompetenceinthedifferentneeds,suchasimprovinglistening,speaking,readingorlearning

ability.Forexample,Neil(1991)identifiedforty-sevendifferentreadingstrategies.O'Malley,Chmamot

andKupper(1989)foundsomestrategies,suchasmonitoring,inferenceandelaboration,helpsecond

languagelearnersdevelopedeffectivelisteningskills.

Fromthesenumerousresearches,wecanseethatmoreandmoreattentionhasbeenpaidonthe

learningstrategiesforthespecificpurpose.Thestudiesaboutleaningstrategiesin1970sjusttriedto

describewhatthegoodlearneris,nowadaysthelanguageleaningstrategieshasbecomeaspecialsubject

inacademicfield,andmoreandmorestrategieshavebeenappliedintheclassroomtohelpstudentslearn

effectively.

Readingstrategies

Readingisanactive,fluentprocessthatinvolvesthereaderandthereadingmaterialinbuilding

meaning(Neil,1999).However,inESL/EFLclass,studentsmaymeetthechallengethattheycan'tread

fluently,eventheycanreadwellinthesecondlanguage,thereisstilltheproblemthatstudentsarenot

involvedinthereading,theyjustmovewordbywordwithoutenjoying,evennorunderstandingthe

readingmaterial.Therefore,oneofthechallengesoftheESL/EFLteacheristhat"teachingstudentshow

toutilizetheskillsandknowledgethattheybringfromtheirfirstlanguage,developingvocabularyskills,

improvingreadingcomprehension,improvingreadingrate,teachingreadershowtosuccessfully

orchestratetheuseofstrategiesandhowtomonitortheirownimprovement”(Neil,1999).Amongthe

strategies,somestrategiesaregatheredforthereadingclass.ThesestrategiesareusefulforESL/EFL

learnertoreadeasily,fluentlyoreffectively.Consideringreadingstrategies,there5sananalogyofa

tapestryasitrelatestothelearningbyScarcellaandOxford's(1992).Whenweavingthetapestry,various

strandsareusedasvariousreadingstrategiesareusedtoaccomplishthereading.

Fromtheresearchesof1970s(Brophy,1973;Dunkin&Biddle,1974;Flanders,1970),weknowthat

theeffectiveteachermaintainedontheacademictaskandprovidestrategytraining,including“making

learninggoalclear,askingstudentsquestionstomonitorunderstandingofcontentorskillscovered,and

providingfeedbacktostudentsabouttheiracademicprogress^^(Taylor,etal,2002).Neil(1999)developed

hispersonalphilosophyofreadingwhichis“ACTIVE”,Aisactivatepriorknowledge;Ciscultivate

vocabulary;Tisteachforcomprehension;Iisincreasereadingrate;VisverifyreadingstrategiesandEis

evaluateprocess.Neil(1999)suggestedthat“understandingmainidea,makinginference,predicting

outcomes,andguessingvocabulariesformthetextareallreadingskillsthatreadersofEnglishtypically

needtodevelop."RoehlerandDuffy(1984)focusedthatmoreeffectiveteachersusethestrategies,such

asmodelingandexplanation,toteachtheirstudentshowtodecodewordsandunderstandthetext.Knapp

(1995)foundthattheeffectiveteachersstressmoreonthehigh-levelthinkingskillsthanthelower.The

samefindingisthestudybyTaylor,Pearson,Clark,andWalpole(2000),theyfoundtheeffectiveteachers

providemoresmallgroupinstructiontoengagestudentsinhigher-levelthinkingrelatedtoreading.The

NationalReadingPanelReport(NationalInstituteofChildHealthandHumanDevelopment,2000)

suggestedthatinstructioninphonics,phonemicawareness,fluency,andcomprehensionstrategieswas

importantinacompletereadingprogram.Pressleyetal(2001)alsofoundthattheoutstandingteachers

fosteredself-regulationinstudents'useofstrategies.

Purposeofthestudy

ManyresearchestrytofindoutthewaytomakeEFL/ESLlearningmoreeffective,evenmorefun,

languagelearningstrategyisdefinitelyagreatwaytoachievethisgoalforstrategiescanmakelearning

moreeffective,oreasier.Asmentionedabove,readingabilityisnecessarybutnoteveryindividualcan

learnitwell,inthiscase,theteachingofreadingstrategiesarehelpfulfortheteacher,especiallyforthe

students.However,theresearchesontheuseofreadingstrategiesinTaiwan'steachers9collegestudents'

EFLreadingclassareafew.Forthesereasons,wetrytofindouttheuseful,orsuitable,readingstrategies

forthefreshmeninTaiwan.Thisstudytriestoanswerthefollowingresearchquestion:

1.Isprovidingreadingstrategieshelpfulforthefreshmen?

Methodology

Thisstudywasdesignedtosurveyfreshmen'sexperiencesabouttheirlanguagelearningstrategies.

Beforetheformalexperiment,Iattainteda"LanguageLearningStrategiesCamp“inAugust2003.From

SeptembertoDecember,Ididclassobservationinelementaryschoolandfreshmen'sEnglishcoursetosee

howlearningstrategiesworksintheclassandtoobservethereactionfromthestudents.Afterthese

training,thedesignofthereadingstrategiesclassesbegan.

AccordingtoOxford(1996),Questionnairesareamongthemostefficientandcomprehensiveways

toaccessfrequencyoflanguagelearningstrategyuse.Thedataforthestudyareprovidedbya

questionnaire.ThequestionnaireismainlyadaptedfromSILL(StrategyInventoryLanguageLearning)by

Oxford(1989).First,ItranslatedSILLintoChinesebecauseitwouldbeeasierforsubjectstoreadand

understandthemeaning,thenIcomparedwithYang's(1992&2002)Chineseversiontoseeifthe

meaningofSILLismisunderstood.

ThenIdividedSILLintofourcategories:listening,speaking,writingandreading.Becausethisstudy

focusesonthereadingstrategies,Iselectedthereadingparttobethesampleofthequestionnaires.I

modifiedthesampleinseveralways:first,IdividedthesampleintothreecategoriesbyO'Malleyand

Chamot:memory,cognitiveandsocioaffective.Thereasonforthisselectionisthatmoststudentsin

Taiwanhavethetroubleinmemorizingvocabulary.Icombinedthecognitive,metacognitiveand

compensationintothecognitivethatmeansthelearningmethodusedbythestudents,thenIcombinedthe

categoriesofsocialandaffectiveintosocioaffective.Second,IaddedsometopicsaccordingtoTaiwan's

culturalandthemethodmanyTaiwanstudentsusedbutnotmentionedinSILL,forexample,inthe

categoryofmemoryandcognitive,weaddedsometopicsbesidesformSILLsuchas“Imakeastoryby

thevocabulariestomemorizethem.^^Third,Ideletedthetopicsthataresimilarwiththemeaning,

modifiedthewordsandsentencestomakethequestionnaireclearandclean.Atlast,thereare9topicsin

memorycategories,27incognitive,9insociaffectiveand3openquestions.

Everycategory,thesubjectswereaskedtoselectthevaluestatementaccordingtothefrequencyof

usingeachtopic,suchas“IfirstskimanEnglishpassagethentogobackandreadcarefully^^:(1)Always

(got5points);(2)usually(got4points);(3)sometimes(got3points);(4)seldom(got2points)and(5)

never(got1point).Belowthestatement,therearethreeopeningquestionforsubjectstowriteiftheyhave

otherreadingstrategiesandhowtheyfeelaboutlearningEnglish(AppendixA).

Thesurveywasadministeredtoallfreshmenfromtendepartmentsinthe2003academicyearat

thebeginningoftheirsecondsemesterinthecollege.Sixhundredandfifteencopiesoffreshman

questionnaireweresentoutandfivehundredandninety-sixreturned,withareturnrateof96.91%.The

numberoftheavailableisfivehundredandninety-two.

Afterrecycledthequestionnaire,Irangedthereadingstrategiesaccordingtotheusingfrequency

(AppendixB).ThenIpickedupthereadingstrategiesIcanmodelandpracticeastheteachingpartinmy

classes.Thenextstepistochoosetheappreciateteachingmaterial.

Tocontrolthelengthandthelevelofthearticleasthesame,重月窗考托福题精逗(2000)was

pickedup.First,Itypedsomearticlesasthetest,andmadethesearticleslengthaboutthreehundredwords.

Second,typedotherarticles.Third,dividedallthearticlesintosix,becauseIhavetheteachingplansfor

sixweeks.Everyweek,Imodeledonearticleasreadinginstruction;studentspracticedtheotheroneas

“thinkaloud",andstilltheotheroneforthemtotest.Therefore,Ihadsixarticlesformodeling,sixfor

“thinkaloud”,sixfortestandtwoforpretestandpost-test,totallytwentyarticlesforreadingstrategies

teachingplan(AppendixC).Idividedtwentyarticlesintosixgroupsforsixweeksaccordingtothetopics:

culture,Americanculture,technology,science,humanbeingsandothers,pretestandpost-testareabout

thebiography.(Seetable1)

Table1:thedivisionofthearticles.

WeekModelThinkaloudTestGroup

1MakingabookThetechnologyinThehistoryofAboutculture

themoviesthe

newspaper

2Movies9techniquesPigeonPoliticalparties

3TheSmithsonianAmericanThePonyAbout

InstitutioneconomyExpressAmerican

culture

4SunspotsTheEarthLaserAbout

Technology

5TideBiodiversityDeadValleyAboutsciences

6Humanandpre-humanAnthropologyTheAnasaziAbouthuman

people

*pretest—Theantsandtheaphids,post-testthetrilobitearearticlesaboutbiology.

Thefirstweek,wehadpretest,modeledreadingstrategiesinstructionandpracticed“thinkaloud”in

theclass.Becausestudentsspentalotoftimeonpretest(aboutthirtyminutes),wedidnothavethetime

fortest.Thefirstclass,IspokeEnglishwhendoingreadingstrategiesinstructionindetailandexplaining

howdidIuseeachreadingstrategiesattheendofthehandout.Moststudentsrespondedthatitwas

interestingtoknowthesereadingstrategiestodecodethereadingpassage.Somestudentscouldnotkeep

upwiththisinstruction.

Thesecondweek,becausesomeofstudentsdidnotunderstandcleardefinitionofeveryreading

strategyofthefirstweek,wefocusedonthedefinitionagain.Iexplainedeveryreadingstrategyand

modifiedsomeofthemtomakethemeaningmoreclear(toseethedifference,wecancomparethe

readingstrategiesinsecondweekwiththefirstone).Becausemosttimewerespendonthedefinition,I

didnotinstructthemodelingarticlewordbywordaswhatIhaddoneinthefirstweek.Thisweek,

studentsrespondedlessthanthefirstweek.Besides,becausewehadnothadtimetofinishthetest

preparedforthefirstweek,wehadthattest<4thehistoryofthenewspaper”assecondweek'stestand

skippedtheoriginaltest"politicalparties”.

Thethirdweek,wedidsomechangeinthewayItaught.First,studentswereaskedtoreadthefirst

paragraphforthirtyseconds,andthenwehadsomediscussionaboutthemainidea,layoutinthis

paragraph.Afterfinishingthereadingparagraphbyparagraphinthisway,studentswereaskedtogivethe

titleforthisarticleandthepossiblecontinualparagraph.ThenIaskedthemwhatstrategiesdidtheyuse

whentheyreadthisparagraph.Iftheycouldnotanswer,Iwouldgivetheprompttohelpthemrecallthe

strategiestheyused.

Somestudentssaidthatdrawingthelotmadethemtense.Moststudentscananswermyquestions

abouthowdidtheyusereadingstrategieswhentheywerereading.Aftertheclass,twostudentscameand

askedmehowtolearnEnglishwell,howtousethereadingstrategiesintheirlearningandtheyalso

wantedtoknowreadingstrategiesindetail.Inrecyclesquestions,studentssaidthathe/shethought

readingstrategiesdidhelpinreadingbuttheyneededmoretimetopracticeandgetfamiliarwiththe

readingstrategiestheylearned.Somesaidtheirvocabularyistoopoorthattheystillcan'tunderstandthe

articletotally.Mysuggestionisthatfindingthekeywordsfirstandtakingadictionarywiththem,bothof

whicharetwoofthestrategieswehadlearned.

Theforthweek,wereadthearticlesinthesamewayasthethirdweek.However,weomittedthe

strategiesinthemodelingarticles,whichmeansItookoutthereadingstrategiesandgavestudentsthe

originalarticle.Therefore,afterreadingthisparagraph,wespentmoretimediscussingwhatreading

strategieswecanuseinthisparagraph.Besides,becausearticlesforthisweekareaboutscience,Itaughta

newstrategies“Idrawthepictureinmybraintohelpmeunderstandthemeaning“whendiscussingthe

modelingarticle“sunspots”.

Studentsrespondedwellintheforthweek.Whenwediscussedthekeywordinthisarticle,some

saiditisaboutlaser,theothersaidthisarticleisaboutsunspotsbecausehehadreadtherelative

information.Obviously,hewasusingthereadingstrategies“IcombinewhatIlearnedtounderstandthe

reading.^^Besides,studentsansweredthequestionmoreactivelythanbefore,butsometimesIhadtoaskin

Chinesesothatstudentscanunderstandmore.Ifstudentscan'tanswerthequestions,thepromptswere

usefulinhelpingthemfigureouttheanswer.

Whenstudentsdid“thinkaloud”,Iobservedthatstudentspracticedmoreseriouslythanweeksbefore,

eventhestudenthadnotreadthepracticingarticlesmadesomenotesinthepaperthistime.Iaskedoneof

femalestudentshowdidshethinkaboutthereadingstrategiesinstructionwehaddiscussedforthese

weeks,shesaidshethoughtshewasgettingbetterinreading（我矍i得自己燮属害了）.Moststudentssaid

intherecycledquestionsthattheypreferredtoday'steachingmethod,whichistookoutthereading

strategies,readparagraphbyparagraph,discussedthereadingstrategiesafterreadingandspokein

English.

Thefifthweek,studentsdidnothavemanyquestionsabouttheclassandtheyknewtheprocessof

thisclasssotheyweregettingusedwhatweweregoingtodostepbystep,everythingwentsmoothly.

Thesixthweek,thelastweek,wehadalotofthingstodo.Afterwefinishedthisweek'sreadingstrategies

instruction,studentshadtodopost-testandthequestionnaire.Thisversionofthisweek'squestionnaire

(AppendixD)isalmostthesamewiththeonetheyhadfilledbefore(AppendixA)butImodifiedsome

questionsaccordingtothedefinitionwediscussedintheclass,addedtwoquestionsincognitivecategoryand

hadthedifferentopenquestionattheendofthequestionnaire.

Studentsdidnotrespondedactivelyinthesixthweek.Althoughmoststudentsfocusedonthereading

strategiesinstruction,whenwediddiscussion,somestudentswereworriedabouttheirmidtermsexam,

andsomepreparedfortheircompetitions.Aftertheinstructionofthisweek(modeling,thinkaloud,and

test),itseemedthattheywerealittletiredofhavingthepost-test,nottomentionwestillhadone

questionnairetofinish.Wespend15-20minutesonthepost-testandittookalmostonehundredminutes

(twoclasses)fortoday'sclass.

Discussion

Thefollowingisthediscussionfortheresearchquestion:66Isprovidingreadingstrategieshelpfulfor

thefreshmen?^^Wecandiscussinthreeaspects:reading,trainingprogramandgeneralfeedback.Thedata

forthediscussionisthefeedbackcollectedfromthestudentseveryweek.(SeeappendixE,F)

Whenitcomestoreading,inthebeginningweeks(l-2ndweeks),19studentssaidthattheygotto

knowthereadingstrategiesand7studentssaidtheyfeltlikelearningsomething.Theproblemsthatthey

hadarethereisstilltoomuchunknownvocabularyandsomeofstudentsdidnotknowhowtousereading

strategieswhenreading.Inthemiddleweeks(3-4thweeks),11studentssaidtheygottobemorefamiliar

withthereadingstrategiesthanlasttwoweek.3studentssaidtheyfeltlikelearningsomethingmore,and

theygavesomesuggestion,suchas“IhopeIcanlearnmorereadingstrategiesindetails“whichshows

thattheystartedtousereadingstrategiesinreadingsothattheycanseetheweaknessintheirlearning.

Theproblemsinthemiddleweeksarethat(1)3studentssaidtheyreadtooslowlythattheycannotcatch

upwiththeclass;(2)still5studentssaidtheyhadpoorvocabulary;(3)3studentsfelttheycannotuse

readingstrategieswell.Inthefinalweek(5-6lhweek),13peoplesaidthattheyknewhowtousereading

strategies.Althoughthenumberislessthanthatinthebeginningweek,thestudent'sfeedbackshowsthat

theycanmakesomelistofthestrategiesorfeeltheimprovementsinreadingobviously,like“原来有道麽

多方法可看文章，擘到不少，ex.重B1骄想。:“老，道六遇现有些迤步”and“看到一大

篇的英文也不那麽聚张了!”Thefeedbackinthefinalweeksshowsthatstudentsfeellearningreading

strategiesisuseful,like”如果明年能禹阜弟妹上道FEU，是他凭的福氯，因道F另^有很多可以落他什?

突破的障碾”，“希望以彳爰逮有檄曾做窥似的活!J!”Besides,theywantedtoknowhowtouse

somespecialstrategieslike“ItrytothinkinEnglish.^^Thismeanstheyaremoreawareofstrategiesthan

ever.Inthetermsoffeedbackaboutreading,moststudentsfeelthatprovidingreadingstrategiesishelpful

fbrthem.

Aboutthetrainingprogram,wecandiscussfromthreeaspects.Firstisabouttheclasstime.

Accordingtostudents'feedback,theyhopedtheycanhavemoretimetothinkaboutthestrategiesthey

hadlearned.Fromthenumberoftheunsatisfiedfeedback,wecanseeitchangesfrom6,10to2.The

changemakessenseifwecancombinethiswiththeteachingmethods.Inthefirstweeks,itismethat

explainedthearticleindetail;therefore,allofthestudentsneededtodoislistentothereadinginstruction.

Inthemiddleweeks,Iomittedthereadingstrategiesinthearticles;thiswaystudentshadtothinkabout

howtousethereadingstrategiesbythemselves.Fortheunfamiliarlearner,itisnormalthattheyneed

muchtimetodigestandusesomethingnew.Fromthis,wecanfindthatstudentsdidlearnandpracticed

readingstrategiesinclass,ortheyshouldfeelitisenoughintime.Wecanseethisimprovementfromthe

datainfinalweeks.Inthefinalweeks,thereareonly2studentshavingthecommentsabouttheclasstime,

especiallyaboutthethinkaloudtime.Besides,studentssaid"畤比较没那麽程了，感^比较自后静下心

来!“日寺^充裕，比较不曾'聚张'可以思考较多,也申交了解文意Thismeanstheydohavepractice

inclasssotheyknowtheyneedmoretimeandtheyaregettingtoknowthereadingstrategiesmore,

furthermore,theystartedtousethereadingstrategiesintheirreadingprocesstohelpthemsothattheycan

readmorefluently.Fromthedataoftheclasstime,weseethestudents9improvementsandawarenessin

readingstrategies.

Abouttheorganizationintrainingprogram,studentsgavemefewerandfewercommentsin

contents.Itisbecausewediscussedabouthowtoteachaftertheclass,andImodifiedtheteaching

methodsaccordingtotheirfeedback(Seemethodology).Therefore,there'sgettingthebalancebetween

studentsandIinteachingcontentsandproceduresweekbyweek.Butthereisoneproblemthatissome

studentsfeltafraidwhenIaskedhe/shetoanswermyquestions.Thisisthemainprobleminthefinal

weeks.Mysolutiontothisistogivethempromptsoraskeveryonetoanswertogether.

Themainprobleminreadingmaterialistheprofessionalterms.Wecanconsiderthisasthepoor

vocabulary.Thereadingstrategiesareusedtohelpthemsolvethisproblem.Fromthefeedbackinreading

andreadingmaterial,wecanfindthatstudentscanusereadingstrategiestodecodethewordsotheyfelt

theylearnedsomething.Butfortheprofessionalterms,studentsstillhavedifficultyinusingstrategiesto

helpthem.Forexample,whentheypracticethearticle“Biodiversity”,theyhavedifficultyinreading.I

readthearticleinthespotandfoundthatreadingstrategiesishelpfulformetounderstandthisarticle,

thoughthereisalsolotsvocabularyforme.Thus,Ithink