Chapter I Introduction
1.1 Background of the research
Reading is a very essential skill for any English learner. Since students began tolearn English as their second language, they have been doing lots of reading. Byreading, they can understand English deeply, improve their English proficiency andobtain much more knowledge and information they need, of course they can also readfor pleasure. Moreover, reading is the most important skill to master. Seven kinds ofskills of English— listening, speaking, reading, writing, lecturing, debating andtranslating, are connected. Other kinds of skills can be improved by enhancing theability of English reading comprehension. So reading plays a crucial role in Englishteaching and learning. In recent years, reading comprehension has taken a largerproportion in entrance examination for senior high school. To some extent, if studentsare weak in English reading, they will be certain to fail in the English tests. So it isnecessary to improve students’ reading ability.Although it is significant for students to improve their reading comprehension,they usually neglect the importance of reading, especially for Junior Three students,who are under too much examination pressure. They think it is a waste of time if theyspend time doing some reading. Therefore, they are more willing to learn grammar,memorize vocabulary and do exercises for examinations. Gradually they becomeweaker in English reading, which makes them lose interest in English reading. Formany teachers, they also pay attention to language knowledge and sentence structureinstead of cultivating students’ ability of analyzing the passage as a whole, andassisting students improve reading comprehension. In this way, students’comprehensive language skills can’t be improved.
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1.2 Purpose of the Research
Anderson made a conclusion from his research that successful second languagereading comprehension is not just a matter of knowing what strategy to use. Asuccessful reader must know how to use it successfully and know how to orchestrateits use with other strategies.This research is aimed to study the current situation of students’ application ofreading strategies, and assists students, by training them to use effective strategies, todevelop reading abilities, become more interested in English reading, achieve the goalof reading to learn, and make greater academic progress.
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Chapter Two Literature review
2.1 Reading theories
Goodman, a psycholinguist and researcher of reading models, puts forward hisopinion: reading is a psycholinguistic guessing game, (Goodman, 1967, cited by YaoXiming, 2017) including the interaction between thought and language. The essenceof reading is a thinking process directed by external elements, which includes a seriesof cognitive activities, like predicting, choosing, examining, and confirming.Nuttall (1983) states that people have different definitions of reading, but theyusually use three groups of words to define reading: decode, decipher, identify;articulate, speak, pronounce; understand, interpret meaning. The first group of wordsto explain reading is regarded as the primitive period, in which readers can recognizethe words they read. The second group of words is viewed as the primary period, inwhich readers can achieve the goal of learning the language and basic language skills,such as，英语论文范文，英语论文题目
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