1.1 Background of the Study
The importance of reading in English teaching is widely paid attention to, and in theNew English Curriculum Standard (2017), specific requirements have been listed to teachersto highlight cultivating reading strategy ability in class. Reading is not simply referring toknowing every word in the text, but it still needs specific techniques as well as relativeabilities, so effective reading requires teachers to guide and facilitate students to applyessential strategies and stimulate them to improve their reading proficiency as well.Reading strategy refers to the mental operating process of monitoring readingconsciously when the reader approximates the text to comprehend what they read. It is also apurposeful and planned learning process that requires the reader to apply a series of specificreading methods and skills.Reading strategy training is one of the most effective ways to improve students’ readingcomprehension ability. Johnson and Johnson (1998: 333) point out that reading strategytraining is an action process for learners to solve reading difficulties. Researches show thatreading strategy training can not only facilitate students to improve their reading proficiencylevels but their confidence and interest of learning English (Auerbach & Paxton, 1997).Many domestic researches also show that there is positive correlation with Englishcomprehension proficiency for Chinese EFL learners’ strategy use, especially junior andsenior school learners（Liu, 2017; He, 2017）. The author finds that rural junior schoolstudents know little about English reading strategies; they don’t apply reading strategiesfrequently while reading, and can’t use these strategies flexibly and effectively. However,English teachers overemphasize grammar and syntax analysis rather than focusing onconnotation of the reading passages and the reading strategy training.
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1.2 Significance and Objectives of the Study
Since reading has been the most efficient way to obtain information, how to conducteffective reading instruction has become a hot topic that is worth exploration and of highlypractical significance. Great efforts have been exerted in this field on college students in bigcities in recent years. However, those junior school students are overlooked, especially inrural areas, and there is no obvious improvement in English reading instruction.Reading in rural junior high school is the top priority of the education reform anddevelopment. Most junior school students in rural areas perform badly in English reading.They have been used to translating sentence by sentence in traditional reading model and theirreading comprehension proficiency is far behind the deserved level. Therefore, it is especiallyurgent and necessary to find out the breakthrough of improving the rural English readingteaching quality effectively.The studies on reading strategy in the early stage have put emphasis on theories of therelationship between strategy use and reading comprehension proficiency, however, dynamicexperimental studies, namely, the practical classroom training in rural areas is not as adequateas the theory is. With limited reading strategy training for rural junior school students beingimplemented, therefore, a further research on rural junior school students should be conductedin the real classroom settings.Under the guidance of metacognitive theory, sche，英语论文，英语论文范文
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