Abstract:Reading is one of the most important activities in which much time and great efforts are generally invested. It has always been a major target of English teaching to improve the students’ ability of reading comprehension. Being an important part of active language learning, reading strategy is attracting more and more attention of scholars in the field of Second Language Acquisition. From the 1990s’ on, considerable efforts have been made to document and classify the reading strategies used by students, and to find out whether reading strategy use correlates with the reading proficiency. The results show that students can be taught to use better strategy, and that better strategy can improve reading performance. 

　　The present study intends to investigate the application of reading strategy among medical university students and the effects of reading training on the students. The survey instruments in this study are the questionnaire, interview and reading comprehension tests. The SPSS 11.5 is employed to analyze data. To secure the reliability of the results in this study, both quantitative and qualitative methods are employed. The quantitative data are collected from the reading comprehension test based on CET-6 and the questionnaire answered by 84 students in Xinxiang Medical University. In qualitative research, interviews with 16 subjects (8 successful readers and 8 unsuccessful readers) are employed with the intention of further testing and explaining the findings in quantitative research. Among the 84 students, there are forty-two in experimental class who received a semester’s reading strategy training, while the other forty-two in the control class were still required to follow the traditional method. After careful statistical analysis of the experiment, significant difference was found between two groups.

　　The conclusions of the survey are described as follows: First, although the subjects do use some strategies while reading, they lack a systematic knowledge of reading strategy, and they can’t use reading strategy flexibly; Next, there is a difference between successful and unsuccessful readers in using reading strategy, successful readers know more strategies than unsuccessful readers do, they are more conscious of using them while reading; And last, Reading strategy can be taught, and students’ reading performance can be improved through reading strategy training. 

　　The findings of this study help to prove that reading strategy has a positive correlation with reading performances and endorse the notion of integrating strategy training into teaching activities. During the course of teaching, teachers need to acquaint their students with an overall view of reading strategy and emphasize the efficient use of them in order to improve their reading proficiency 

Key words: reading strategy，strategy training，reading proficiency

摘要:阅读在英语教学中占有重要地位，提高学生的阅读能力是英语教学的主要目标之一。作为积极阅读不可或缺的一部分，阅读策略已经引起了越来越多二语习得领域的学者的关注。自上世纪90年代以来，研究者们已经在阅读策略分类，阅读策略使用和阅读水平相关性方面做了大量的工作，并且取得了诸多成果。许多研究证明，教师可以指导学生应用有效的阅读策略，更高效地完成阅读任务，进而提高学生的阅读能力。

　　　本研究的目的在于了解医学院校学生阅读过程中的策略使用情况，以及阅读策略训练对学生阅读能力的影响。该研究以问卷调查、学生访谈、阅读测试为工具，运用SPSS对搜集数据进行分析。为确保本次研究的信度，本文采用了定性和定量两种研究方法。定量材料来源于84名新乡医学院学生的问卷调查和阅读理解测试；定性研究中对16名学生进行访谈，以进一步验证定量研究的结果。被测的84名学生分属于两个班，一班为实验班，另一班为对照班，各为42人。实验班学生接受一个学期的阅读策略训练，对照班按照原来的传统教学法进行阅读教学。统计数据显示，两个班学生在后测成绩中有显著差异，实验班的学生的成绩各项数据明显高于对照班的学生。

　　　研究结果表明，学生在阅读过程中会使用一些策略，但他们对于阅读策略缺乏系统的了解，只偏重于某些策略或某一策略的某一方面，也就是说他们还不能灵活自如的在阅读过程中运用多种策略；成功阅读者和不成功阅读者在策略使用方面存在着差异，阅读策略在有效阅读方面起着重要作用，阅读策略具有可教性，阅读策略训练可以大大提高学生的阅读能力。

　　　本研究的结果对英语阅读教学和培训有着重要的启示。大学英语教师应该在教学过程中合理安排阅读策略的讲授和训练，使学生能够掌握并且高效的使用各种阅读策略，从而提高他们的阅读水平。

关键词：阅读策略，策略训练，阅读能力