Abstract
This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved by strategy training? Two groups of subjects from non-English majors participated in the experiment and questionnaire survey. Experimental group received training on reading strategies while control group didn’t. By comparing the results of the pretest and posttest of the two groups, the effectiveness of strategy training was examined. The results of data analysis indicated that both efficient and non-efficient readers use strategies to facilitate their reading and there was no significant difference between them with regard to strategy use in general, but some strategies were especially favored by the efficient readers and that reading competence could be improved by strategy training.
Highlights
This paper reviewed the literature of the previous research and questionnaire survey on reading strategy
The experiment was designed to answer the following question: Can reading comprehension be improved by strategy training? Two groups of subjects from non-English majors participated in the experiment and questionnaire survey
The results of data analysis indicated that both efficient and non-efficient readers use strategies to facilitate their reading and there was no significant difference between them with regard to strategy use in general, but some strategies were especially favored by the efficient readers and that reading competence could be improved by strategy training
Summary
“What are the determining factors in learners’ performance?” According to Bloom, the famous American educationist, it was teachers who should take the sole responsibility for learners’ performance. The notion that special learner techniques or strategies might assist language acquisition is quite new, having emerged in the research literature just over twenty years ago. A great deal of studies were conducted in a second language context mainly about: 1) the strategies used by the good language learners; 2) the difference between good and poor learners in strategy use; 3) the relationship between strategy use and language learning outcomes; 4) factors that affect learners’ strategy use; 5) the effects of strategy training. In China, research on English learning strategy has begun from the early 1980s and has been increasing in recent years, among which the following are worth mentioning: investigation of the psychological and socio-psychological factors of English language learning; studies on learners’ variables and its relationship with learning outcomes; study on vocabulary learning strategies. Strategy training has been carried out in a few colleges and universities in recent years, but research on the effects of strategy training is practically neglected
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