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Supervisor:xxxAnInvestigationoftheUseofEnglishReadingStrategiesby

GradeTwoStudentsin

JuniorHighSchool

Presentedby:xxxNumber:103202100415Masterofeducationof2010

OutlineofthisStudy

ChapteroneIntroduction

ChaptertwoLiteraturereview

ChapterthreeMethodology

ChapterfourResultsanddiscussionChapterfiveConclusion

ChapteroneIntroduction1.1BackgroundoftheStudy1.ReadingisabasicskillforthelearnerswholearnEnglishasaforeignlanguage.2.ReadingstrategiesarethekeystoimprovingEnglishlearners’readingabilities.3.Butsubjectsinscholars’researchesaremostlycollegestudentsandseniorhighschoolstudents,rarelyruralmiddleschoolstudents,especiallygradetwostudents.ChapteroneIntroduction1.2ResearchquestionsQ1:Whataretheoverallsituationsofreadingstrategyuseinthreejuniorhighschools?Q2:Whatarethecharacteristicsofreadingstrategyusebysuccessfulreaders?Q3:Isthereanycorrelationbetweenthesubjects’strategyuseandtheirEnglishreadingabilities?ChapteroneIntroduction1.3SignificanceoftheStudyForteaching:thispapercanpromotethecurrentteachingreformofEFLreading

Forteachers:ItcanprovidefreshdataforteachersandhelpEnglishteachersadjusttheirreadingteachingmethodsintime.Forthestudents:thisstudycanhelpenhancestudents’awarenessofreadingstrategyuseandtheirreadingskills.ChaptertwoLiteraturereview

2.1 DefinitionsandClassificationsofLearningStrategies

2.1TheoreticalBasisofReading2.2RelevantStudiesonLearningStrategiesatHomeandAbroad2.3RelevantStudiesonReadingStrategiesatHomeandAbroadChapterthreeMethodologySubjectsTheyaregradetwostudentsfromthreeruraljuniorhighschools.Englishreadingcomprehensioningradetwo,juniorhighschoolaresignificantlymoredifficult,thestudentsarefacingallkindsofdifficultiesandhopetheproblemsareresolved,eagertogetoutsidehelpChapterthreeMethodologyInstrumentsQuestionnaireInterviewSPSSChapterfourResultsanddiscussion

4.1TheResultsandDiscussionofQuestionnaire4.2TheCorrelationAnalysisbetweentheSubjects’StrategyUseandTheirEnglishReadingAbilities4.3TheResultsandDiscussionfromtheInterviewChapterfiveConclusionConclusionmajorfindingspedagogicalimplicationslimitationsofthepresentinvestigationrecommendationsforfutureresearch.ChapterfiveConclusionThegradetwostudentsinjuniorhighschoolhaveweakawarenessinusingEnglishreadingstrategies,andtheydon’toftenusethem;StrongreadersuseEnglishreadingstrategiesmorefrequently,especiallyinusingmeta-cognitivestrategies;3.Thereispositivecorrelationbetweenreadingabilitiesandfourtypesofstrategies.5.1MajorfindingsChapterfiveConclusion5.2pedagogicalimplications1.

Cultivatingthestudents’interestinEnglishreading

2.Strengtheningtheconsciousnessofteachersonstudents’readingstrategytrainingandimprovingstudents’awarenessofstrategyuse.3.Cultivatingthehabitsofstudents’meta-cognitivestrategyuseChapterfiveConclusion5.3Limitations1.Thefirstinadequacycomesfromtherespondents.2.Thisstudyonlyadoptedthereadingscoresoftwotests,studentswhogethighscoresintwotestsmaynotgetgoodscoreseverytimeandthereexistsachance.3.Thedescriptionsofsomestrategiesmaybegeneralandtheymaynotreallyreflecttherealsituationofthestudents.4.Ican’tknowwhethertheresultscanrepresentthegeneralsituationornot,italsoneedstobeconfirmed.ChapterfiveConclusion5.4Recommendations

1.Theresearchmethodsshouldbeinvolvedininnovation,diversity,andshouldnotbelimitedtothequestionnaireandinterview.2.Thescholarscanf

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