學(xué)號11111012324院系國際關(guān)系學(xué)院西安翻譯學(xué)院XI'ANFANYIUNIVERSITY本科畢業(yè)論文ThesisforBachelor'sDegree題 目:StudyonStrategiesofJuniorMiddleSchoolStudents'EnglishReading學(xué)生姓名:指導(dǎo)教師:學(xué)科專業(yè)：英語2015年5月誠信聲明本人鄭重聲明：本人所呈交的畢業(yè)論文，是在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究所取得的成果。畢業(yè)論文中凡引用他人已經(jīng)發(fā)表或未發(fā)表的成果、數(shù)據(jù)、觀點(diǎn)等，均已明確注明出處。除文中已經(jīng)注明引用的內(nèi)容外，不包含任何其他個人或集體已經(jīng)發(fā)表或在網(wǎng)上發(fā)表的論文。本聲明的法律結(jié)果由本人承擔(dān)。簽名：日期： 年月日IntroductionBackgroundoftheResearchReadingisasocial-culturalskillwhichmodernpeopleshouldpossess.Consequently,nomatterintheoryorinpractice,readingisalwaysthefocusofIanguageeducators.InEnglishreading,theimportaneeofreadingismoreremarkable.Weallknowthatlistening,readingandwritingplayimportantrolesinEnglishlearning.Thesefourabilitiesareinterrelated.However,alongwiththestudyofEnglishlearningandthewideuseofEnglish,manypeopletakelisteningandspeakingasthekeypointstomasterEnglish.ThecurrentconversationmaterialsarenotallgoodforEnglishlearning,becausetheyaregenerallybasedonthesimpledailywords.WecanneverlearnIanguage(especiallyEnglish)mainlybylisteningandspeaking.Takeourmothertongue,Chinese,forexample.Welearneditbylisteningandspeakingwhenwewereyoung,butthatisnotenough.Westillneedtolearnitbyreadingandwritingatschool.What'smorefreadinghasbeendoneregularly,theproblemoflisteningandspeakingcanbesolvedinbetterenvironment.Becausereadingprovidesasuitableculturalbackgroundonwhichwecaneasilycopewiththevariationofinformation.Inthatcase,howtoimprovestudentsEnglishreadingcomprehensionabilitycomestobeanimportantroleinEnglishlearning.Inrecentyears,itisnotuncommonthatlotsofstudentssaythatreadingcomprehensionisthemostdifficultpartintheEnglishlearning.Studentswanttoimprovetheirreadingcomprehension,buttheycannotfindeffectiveapproachestoit.Therefore,toimprovetheEnglishreadingabilityisoneofthekeystolearnEnglishwell.PurposeoftheResearchItisverynecessarytousesomeeffectivewaystohelpthestudentsofjuniormiddleschoolimprovetheirreadingability.TheresearchoftheapplicationofstrategiesintheirEnglishreadingsupportstheimprovementoftheirEnglishreadingability.Englishteacherscanapplythefindingsofthisinvestigationtohelptheirstudents.ThestudentswillrealizethesignificaneeandnecessitiesofthestrategiesinEnglishreadingandpromotetheapplicationofthestrategiessothattheycanimprovetheirEnglishreading.Meanwhile,itmaymaximizetheirreadingachievementsbyhelpingthemidentifythedifferencesinEnglishreading.AndstudentswillpaymuchmoreattentiontotheirEnglishreadinghabits.StructureoftheResearchThispaperiscomposedoffiveparts,themaincontentsareasfollows:Chapteroneistheintroductionofthewholethesis.Itwouldgiveageneralintroductionofthestudy,thebackground,purposeandstructureofthestudy.Chaptertwoistheliteraturereviewpart.Itintroducesthedefinitionandtheimportanceofreadingstrategies.ThenitstatesthedefinitionofEnglishreadingstrategyanditsclassification.Inthelast,itgivesusthestudiesonthestrategiesofjuniormiddleschoolstudents'Englishreadingabroadandathome.Chapterthreeistheexperimentpart.TheauthorchoosesstudentsfromHandanJuniorMiddleSchool.Twentystudentswillbeinterviewedabouttheapplicationofreadingstrategies.Therewillalsobeaquestionnairetoseehowmuchthestudentsmasterthestrategiesandtheirapplicationinreading.Chapterfouristhefindingsanddiscussionpart.Wecanknowthatstudentsusereadingstrategiesinarelativelylowlevel.Cognitivestrategiesandmeta-cognitivestrategieshavenotbeenfullyusedinthereadingprocess.StudentsshouldpaymoreattentiontousingthestrategiesintheirEnglishreading.Chapterfiveisthelimitationsoftheresearchandfuturesuggestions.Thenumberoftheparticipantswasrelativelysmall.Therefore,thistopichaslargespacetostudy.Intheconclusionpart,thosethreereadingstrategiesshouldbetreatedinarightway.Studentsshouldpaymoreattentiontoreadingstrategies.Thestrategiesshouldbeconsideredwhentheteachersinstructreadingcoursestomiddleschoolstudents.Bothteachersandstudentsshouldmasterreadingstrategies.LiteratureReviewDefinitionofStrategiesAnumberofresearchershavedefinedwhatconstitutesIanguagelearningstrategiesindifferentways;however,thesedefinitionsconveysimilarconcepts.Aboutthis(Ellis99)gaveusdefinitionsoflearningstrategiesandIanguagelearningstrategiesasfollows：Ellislistedthefollowingfivedifferentdefinitionsofstrategy:Accordingtoourview,thestrategycanbebestusedtopresentthatIanguagelearnerscanusetheapproachofthegeneraltrendorgeneralcharacteristics,techniquesforthespecificsituationtodescribevisualbehavior”(Wenstein86).LanguagelearningstrategyisthepracticeorideaofIanguagelearning."(Stern67).Learningstrategiesareskills,methodsordeliberateactionstakenbystudents.(Chamot87).“Readingstrategyisastrategyhelpfulforstudentstoconstructtheirowninternetlanguagesystem,whichcandirectlyinflueneethedevelopmentofIanguage"(Chamot33).“LanguagelearningstrategiesretheactsoractionsthelearnertakeinordertomakeIanguagelearningbehaviororactionmoresuccessful,moreautonomous,morepleasant.(Oxford67).TheimportanceofstrategiesStrategiesinthesecondIanguageorforeignIanguagelearningareextremelyimportantandaredrivenbycertaingoalsfromthelearners'LanguagelearningstrategiescangreatlybenefittheeffectivenessandefficiencyofthelearnerstocertainlearningtasksinEnglish,especiallyforthosewhoarestillatanearlystageofthelearningprocess.Therefore,ChamotlooksatIanguagelearningstrategyasoneofthecrucialfactorsinEnglishreading(Veit63).DefinitionofEnglishReadingStrategiesStrategiesare“deliberateandconsciousprocessesbywhichthereaderattemptstoovercomeaproblem”(Underwood87).Bianchardregardsreadingstrategiesas“actionwhichareselecteddeliberatelytoachieveparticulargoals ”ClassificationofEnglishReadingStrategiesMeta-cognitiveStrategies,CognitiveStrategiesandSocialStrategiesTheDefinitionofMeta-cognitiveStrategiesCognitionandmeta-cognitionaretwoimportantconceptsinmoderneducationscienee.Cognitionreferstotheprocessofacquiringknowledge(Markstein19).Althoughthetermhasbeenpartofthevocabularyofeducationalpsychologistsformorethantwentyyears,andtheconcepthasexistedforaslongashumanshavebeenabletoreflectontheircognitiveexperiences,thereismuchdebateoverexactlywhatmeta-cognitionis.ClassificationsofMeta-cognitiveStrategiesAccordingto(Brown87),meta-cognitioncanbedividedintotwoparts:theknowledgeofcognitionandtheregulationofcognition.Theknowledgeofcognitionreferstothesubject'sknowledgeabouthiscolgniiyocognitionstrategies,andhowtomakebestuseofhisability.Andtheregulationofcognitionmeanstheregulatingmethodsthatapositivelearnerusestosolvehisproblemsthathemeetswithduringlearning,includingplanning,checking,monitoringandbeingexaminedetc.Twopartsareofdifferentcharacteristics.Theknowledgeofcognitionisstable,recognizable,andcanbeexpressed.Itwillalsodevelopwiththeincreasingofage.Theregulationofcognitionisnottoostable,usuallyunconscious,andsoisnoteasytoexpress:Itdependsonthetaskandcontextratherthanonage.241.3Meta-cognitiveStrategiesandReadingComprehensionReadingisaprocessofacquiringinformationconveyedincharactersorothersymbol.Itisaveryimportantmeanstoshapeacitizenofthemodemsociety.Wehaveallexperieneedthephenomenonofreadingapageinatextbookandthenrealizedwehavenoteomprehendedasinglething.Byusingmeta-eognitivestrategieswecanavoidit.241.4TheDefinitionofCognitiveStrategiesBrunerputforwardthetermcognitivestrategyfirstin1956.Untilthe1970s,Gagneidentifiedandcategorizedcognitivestrategyasthefieldofacademicstudy.Yetthereisnoofficialdefinitionofitbutaskillthatisinternallyformedduringthecontroloftheirmentalprocesses.(Hennings20)saysthecognitivestrategiesarecloselylinkedwithspecificlearningaims.Afterabovepoints,theauthorconcludesthedefinitioninshort:whenyoudealwithanewproblem,cognitivestrategiesarethethoughts,ideasandactionsthatyoutaketosolveit.Meta-cognitivestrategiesaredifferent.Itmeanstheplanandthoughtaboutlearningmonitoringyourownbehavior,whilecognitivestrategiesonlydealswithbasiclearningproblems.ClassificationsofCognitiveStrategiesAccordingtoChamot'sindO'malley'sview,thereare4itemsofcognitivestrategies,(1)Resourcing:employingrefereneematerialsfromtargetlanguage,suchastextbooks.(2)Translation:whenyouproducethesecondIanguage,youmaythinkaboutyourfirstIanguageormothertongue.(3)Recombination:bycombiningtheknownelementsinanewway,theycreateanewsentence.(4)Summarizing:makingasummaryoftheinformationyougetintheoral,mentalorwrittenform.InChina,Qiufang(Wen72)defineslearningstrategiesasmanagementstrategiesandIanguagelearningstrategies.ManagementstrategiesconcernwiththeprocessoflearningandIanguagelearningstrategiesconcernwiththematerial,suchastextbooks.CognitiveStrategiesandReadingComprehensionReaderscanobtainmeaningfromatextduringreading.Readersbegintoprocessinformationatalevelofsentencebyusingbottom-upstrategies.Inotherwords,theyconcentrateongrammaticalcategoryofawordandidentificationofthemeaning,textparticulars,syntaxofsentence,andsoon.Cognitivestrategiesarealsoknownasheuristics.Tobeexact,acognitivestrategyisaguideoraheuristicwhichhelporsupportthelearnerwhensheorhedevelopsinnerprocedures.Theycanperformthehigherleveloperationsthroughdevelopinginternalprocedures.Acognitivestrategyisnotanalgorithmwhichcanbepreciselyfollowed.Itisalsonotadirectprocedure.241.7DefinitionsofSocialStrategiesSocialstrategiesrefertostrategiesincludingtheinteractionwithotherlearnersorthemanagementofaffection.Whencomparedwithmeta-cognitivestrategiesandcognitivestrategies,socialstrategiesarethoughttobemoreapplicabletovarioustasks.Oxforddefinessocialstrategiesas“thetechniqueslearnersusetocollaboratewithothers,toverifyunderstandingortoloweranxietyMorespecificaily.,thedefinitionofsocialstrategiesadoptedinthepresentstudyisinthefollowing:socialstrategiesmeantogetnewinformationthroughinteractionwithothers.ClassificationsofSocialStrategiesWiththedevelopmentofstudiesonsocialstrategies,someclassificationsareputforwardbyresearchers.O'Malleyrecognizesthreekindsofsocialstrategies:cooperation,self-talksandquestionsofclarification.Anotherclassificationofsocialstrategiesisconnectedwiththeproblemsofsocialandaffectiveprocessesonlearning.Socialstrategiescontainaskingquestionsforclarificationandcooperativelearning,whichleadtothenecessityofincreasinginteractionwiththetargetIanguage;Affectivestrategiesareconnectedwiththelearners'emotionalrequiremeAisi.then,accordingtoOxford,thethreemainsetsofsocialstrategiesare:(1)askingquestionsforclarificationandforcorrection;(2)cooperatingwithotherswhichincludescooperatingwithproficientusersoftheIanguageandcooperatingwithpeers;(3)empathizingwithothersthatcoversbecomingawareofothers'thoughtandfeelingsanddevelopingculturalunderstanding.Inlightofthepreviousstudies,thepresentstudywillconductsocialstrategytrainingonreading.ThetrainingwillfocusonsixtypesofsocialstrategieswhichareadoptedfromtheclassificationbyOxford.Thesesixtypesofsocialstrategiesincludetakingemotionaltemperature,groupinteraction,culturalbackgroundlearning,self-talk,loweringanxietyandquestionsofclarifying.241.9SocialStrategiesandReadingComprehensionThesocialstrategytrainingonreadinginthepresentstudyhaseffectonparticipants'awarenessofstrategyuse.Participants'awarenessofstrategyuseisenhancedafterthetraining.Amongthesesixtypesofsocial-affectivestrategies,culturalbackgroundlearningismoresensitivetostrategytrainingthantheotherstrategies.Participantsuseculturalbackgroundlearningstrategymorefrequentlyafterthetraining.Thestrategytraininginthepresentstudyhelpsparticipantswiththeirreading,participants'readingsizegotexpansionafterthetraining.DirectStrategyandIndirectStrategyTheDefinitionofDirectStrategyandIndirectStrategyDirectstrategyisastrategyinwhichthereaderscontactwiththeIanguagedirectly.Directstrategyincludesofmemorystrategies,cognitivestrategies,compensatestrategies.IndirectstrategyisastrategyinwhichreaderscontactwithIanguageindirectly.Indirectstrategyincludesofplanningstrategies,thinkingstrategies,interviewstrategies.LanguageLearningStrategiesandLanguageUsingStrategiesTheDefinitionofLanguageLearningStrategiesandLanguageUsingStrategiesItwasdividedaccordingtothepurposeofusingIanguage(Paris56).TheIanguagelearningstrategiesreferstotheIanguagelearning.TheIanguageusingstrategiesreferstotheuseofIanguageandtheuseofstrategies.StudyontheStrategiesofJuniorMiddleSchoolStudentsh'EnglisReadingStudyontheStategiesofJuniorMiddleSchoolStudents'EnglishReadingAbroadTheclimaxoftheresearchinsecondIanguagereadinghasbeguntofocusonreadingstrategiessincethelate1970sandtheearly1980s.ResearchinsecondIanguagereadinghasalsodemonstratedthatstrategiesweredifferentinmoreorlessproficientreaders(Carrel98).Relationshipsofreadingstrategyandreadingabilitywerealsoexploredbysomeoftheresearches(Sheorey201;Yang&Zhang69).Finally,Barnetconcludedthattherewasarelationshipbetweenstrategyuseandreadingcomprehensionlevel.Carrelinvestigated“SheoreyandMoari”wereconductingsignificantresearchontheidentificationofmeta-cognitivereadingstrategiesofmiddleschoolstudents.Atlast,theyhadgreatachievements.StudyontheStrategiesofJuniorMiddleSchoolStudentSnglishReadingatHomeInChina,readingstrategystudiesofexperimentaltypearemainlyfoundinLanguageLearningStrategy(Lv45)whoinvestigatethereadingstrategiesof397TsinghuaUniversitystudentsusingaself-designed52-itemquestionnaireinordertoidentifyifthereisasignificantdiffereneeinstrategyusebetweentwogroupsofreaders(goodandbad)andtotesttheeffectivenessofstrategytraining.Readingstrategiestheyidentifyareundertwobroadcategories.Subsequently,these20readingstrategieswereselectedforstrategytraining.Additionalstrategytrainingisprovedtobeeffectivemethodtopromotestudentsreadingcomprehension.Dandan(Li22)categorizedreadingstrategyintosixcategories:prediction,skimming,scanning,structureanalysis,andinference.Inaddition,itaimedatfindingoutthedifferencesintheemploymentofreadingstrategiesbetweensuccessfulandunsuccessfulreaders.MethodologyResearchObjectivesThisthesisaimsatimprovingstudents'EnglishreadingabilitythroughstudyingonthestrategiesofjuniormiddleschoolsudentsEnglishreading.ResearchQuestionsThischapterismainlyconcernedabouttheexperimentoffindingoutwhethertheapplicationofthereadingstrategiescaneffectivelyimprovethestudentsreadingability.ResearchSubjectsThisresearchexploresthesituationofapplicationofreadingstrategiesinjuniormiddleschoolinordertoimprovetheEnglishreadingability.Thepurposeofapplyingthesestrategiesistoimprovethestudentsinglishreadingability.ResearchInstrumentsThisresearchinvoIvestwoinstruments:questionnairesandinterviews.QuestionnaireThenameofthequestionnaireistheApplicationofStrategiesinEnglishReadingofJuniorMiddleSchool.Thequestionnaireincludes20questions.Thisquestionnaires(Appendix)designedforthe50studentsinClassOneGradeSeveninHandanJuniorMiddleSchool.Theauthorusesthesequestionnairestogetstudentsideaofreadingstrategies.Forinstanee,whetherthestudentslikeusingreadingstrategiesornot,whetherthosestrategiescanhelpimprovetheirreadingability,etc.Fromthequestionnaires,wecangetmoreimportantinformationaboutthestudents'attitudetoEnglishstrategies.InterviewInterviewwasconductedaloneintheoffice,withoutanyinterferenee.Theauthorinterviews20studentsinHandanJuniorMiddleSchoolandasksthemquestionssuchas:Whenyoucomeacrossanewword,doyoufirstlylookitupinadictionary?”Whenyouencounteranewword,doyouguessthemeaningfromthecontextfirst?'“Whichreadingstrategydoyouknow?”DoyouthinkitisabeneficialandusefulstrategyinEnglishreading?Doyouhavesomesuggestiontoreadingstrategies”ResultsandDiscussionAfterthisresearch,theauthorgetssomeresultsfromtheinterviewsandthequestionnaires.Mostofstudentsagreethattheapplicationofthereadingstrategiescaneffectivelyimprovethestudentsreadingability.Andtheresultsareshownasfollows.ResultofInterviewsTheauthorinterviews20studentsandasksthemsomequestionsaboutthereadingstrategies.MostofthemregardthatthosefivestrategiesareveryusefulapproachesinEnglishreadingofjuniormiddleschool.ThreeofstudentswithlittleinterestinEnglishdonotknowtoomuchaboutreadingstrategiesbutsomeskills:scanning,skimming,whiletheyneverusethem.ElevenofthemwithgreatinterestinEnglishknowthreetofivestrategiessuchasmate-cognitivestrategies,cognitivestrategies.socialstrategies,directstrategyandindirectstrategy,andtheyuseformerthreesmore.TheotherstudentsthinkthattheyknowsomestrategiesbuttheyusuallyreadEnglishbyexperienee.Fromtheresultwecanknowthatthesituationofreadingstrategiesapplicationisworse.Tosomeextent,interestisafactorwhichaffectstheusingofstrategies.What'more,teachersshouldintroducesomestrategiestostudentsandspurthemtouseinEnglishreading.ResultofQuestionnairesTheresultsofthequestionnairesfor50studentsareshownonTable1andTable2.Table1indicatesthattwelvepercentofstudentsneverusestrategies.Thesestudentshavenoideaaboutanystrategies,whiletheyhaveasmallsizeofvocabularyandlackbackgroundknowledge.VocabularyisthebasisofaIanguage.Withoutwords,Ianguagebecomesnonsense;withoutanadequateamountofvocabulary,itishardtoreadingmaterialsfluently.Asweallknow,readingmaterialistheproductofcertainsocietyandculture.MoststudentsdonotknowEnglish-speakingcountriesculturalknowledge,soitisveryhardforthemtounderstandEnglishreadingcomprehension.Sixteenpercentofstudentsoftenusestrategies.TheyreadEnglishwithinterestandpositiveattitude.Andtwentypercentofstudentsalwaysusestrategies.ThesestudentsallareinhighlevelinEnglish.TheyhaveagooddealofvocabularyandEnglishbackground.Table2indicatesthatamongthe5strategiesmeta-cognitivestrategies,cognitivestrategiesandsocialstrategiesareusedmore.Cognitionandmeta-cognitionaretwoimportantconceptsinmoderneducationscienee.Cognitivestrategiesarealsoknownasheuristicsbecausethatacognitivestrategyisaguideoraheuristicwhichhelporsupportthelearnerwhensheorhedevelopsinnerprocedures.Whencomparedwithmeta-cognitivestrategiesandcognitivestrategies,socialstrategiesarethoughttobemoreapplicabletovarioustasks.Abovethreestrategies,whichcanbeusedbypeoplewhowithdifferenttraits.Andfixtureusingwillbebetter.UsingFrequencySizeofusingpeopleRateofusingNever612%Seldom714%Sometimes816%Often918%Always2020%Table1

StrategiesSizeofusingpeopleRateofusingUsingfrequencyMeta-cognitivestrategies1739%AlwaysCognitivestrategies1023%OftenSocialstrategies818%SometimesDirectstrategy511%SeldomIndirectstrategy49%NeverTable2Findings,LimitationsandFutureSuggestionsBymeansofquantitativeresearchandqualitativeresearch,valuablefindingsareacquired.Itisfoundoutthatmajorityofjuniormiddleschoolstudentsfailtousereadingstrategiesinreadingactivities.Therearedifferencesbetweeneffectivereadersandineffectivereadersinapplicationofreadingstrategy.Effectivereadersusereadingstrategiesmoreconsciouslyandmoreflexiblythanineffectivereaders.Viewsareheldthatlackofreadingstrategiesisoneofthemainfactorsthataffecttheimprovementofreadingability.Justlikelearningstrategies,readingstrategiescanbelearned.Theymaybeginasdeclarativeknowledge.Butthroughrepeatedpracticeanduse,thesestrategiesmayturnintoautonomousandproceduralknowledge.Althoughthisstudyhasachieveditsgoals,limitationsseemtobeinevitable.Tostartwith,thisstudywasconstructedforquantitativeanalysisforreadingstrategyuse.Althoughthegeneralizationoftheresultscanbepresentedafteranalysis,itishardtoidentifyindividualreasonsforlittleusingofstrategiesbydifferentstudents.Ithasinadequateinterviewees.Meanwhile,astheseparticipantsmostwereEnglishlearners,theiranswersmaynotobjectivelyreflecttheirrealthoughtsastheymighthavewantedtopleasetheirteachersotheygivemoresatisfactoryanswersforthesurvey.Similarsuspicionmightalsooccurduringtheinterviewsessions.Finally,thenumberoftheparticipantswasrelativelysmall;therefore,thisstudyinviteslargerstudyforthesimilartopicinthefuture.Futuresuggestionsareasfollows:Enlargethenumberofparticipants,allgradesofjuniormiddleschoolcanbechosen.Diversifytheparticipants,notonlytheEnglishmajors.Mirrorthestudiesofforeigners.ConclusionInthethesis,theauthortriestoillustratereasonsandthesignificaneetoimprovestudents'Engkiebdingcompeteneeinjuniormiddleschools.StudentsarerequiredtolearnEnglishwellbecauseit'veryimportant,inaddition,goodEnglishreadingabilitycanhelpimproveotherbasicskillsforjuniormiddleschoolstudentsEnglishlearning.Inthethesis,inordertolearnmoreaboutreadingstrategyuseforstudentsinjuniormiddleschools,theauthorresearchesandanalyzesthesituationsofreadingstrategiesusedbygivingthemquestionnairesandreadingcomprehensiontests.Duringthestudy,itisfoundthatthejuniorstudentsadoptthereadingstrategiesmoderately.Inaddition,theauthorofferssomereadingstrategiestochangethepresentsituationintheexperimentalclass.Theresultrevealsthatreadingstrategiestrainingcontributestothereadingproficiency.BibliographyBelyanB.V.ReadingSkillsandPracticeOxford:PermonPress,1963DorothyGrantHennings.AnAnalysisofChildrens'askStrategiesforaTestofReadingComprehensionNewJerseyPress,1996KarenBlanchard,ChristineRoot.TeachingReadingSkillinaForeignLanguageTianjin:NankaiUniversityPress,2007LindaMarkstein.DevelopingReadingSkills.ThomsonPublishingInc,1983MaryUnderwood.ReadingPlus.Beijing:ThecentralradioandTelevisionUniversityPress,2003Oxford,R.LanguageLearningStrategy:WhatEveryTeacherShouldKnowNewYork:NewburyHousePublishers,1990R.Sheorey,K.Mokhtari.EnglishReadingComprehensionBeijing:People'sEducationPress,2000RichardVeit.Writing,Reading,andResearch.NewYork:MacmillanCollegePublishingCompany,1994Rivers,W.M.TeachingForeignLanguageSkills.TheUniversityofChicagoPress,1968RodEllis.TeachingReadingSkillinaForeignLanguage.OxfordUniversityPress,1998高翔.論閱讀的心理機(jī)制及其能力的培養(yǎng)[J].蘭州大學(xué)學(xué)報，1998(4)葛玉敏.初中英語閱讀教學(xué)有效性研究[J].上海師范大學(xué)，2012(12)黃家修.美國文學(xué)閱讀與欣賞[M].武漢：武漢大學(xué)出版社，2007庫克.第二語言學(xué)習(xí)與教學(xué)[M].北京：外語教學(xué)與研究出版社，2000科恩.學(xué)習(xí)和運(yùn)用第二語言策略[M].北京：外語教學(xué)與研究出版社，2000李兵.21世紀(jì)英語閱讀[M].北京：對外經(jīng)濟(jì)貿(mào)易大學(xué)出版社，2008李華山.綜合閱讀全面突破[M].北京：科學(xué)技術(shù)文獻(xiàn)出版社，2007李清平，黃永安.英語閱讀:文化、技巧和實(shí)踐[M].長沙：湖南人民出版社，2007李斯平，孫智慧.輕松英語閱讀[M].廣州：廣東路由出版社，2005李照國.