ABSTRACT:Reading ability is regarded as one of the most important aspects in Chinese foreign language teaching at university, and the appropriate use of reading strategies can help students improve their reading ability. Based on O’Malley and Chamot’s classifications of learning strategies, reading strategies in this study have been classified into three categories: meta-cognitive strategies, cognitive strategies and social-affective strategies. And a questionnaire of reading strategies was carried out to explore the differences in the use of reading strategies between English majors and non-English majors in Honghe University. The results show that:1. There exist no significant differences in the application of reading strategies between English majors and non-English majors; 2. In the three categories, the frequency of meta-cognitive strategies is the highest, while the frequency of social-affective strategies is the lowest. The research results will be expected to broaden our understanding of the reading strategies, and to provide some empirical references and implications for English teachers. 

Keywords: English majors; non-English majors; meta-cognitive strategies; cognitive strategies; social-affective strategies

TABLE OF CONTENTS

摘要

ABSTRACT

1 INTRODUCTION-1

1.1 The Background of the Study-1

1.2 Purpose of the Study-2

1.3 Significance of the Study-2

1.3.1 Practical significance-2

1.3.2 Theoretical significance3

2 LITERATURE REVIEW-4

2.1 Basic Theories-4

2.1 .1 Learning strategies-4

2.1.2 Reading strategies-5

2.2 Some Related Researches on Reading Strategies-7

2.2.1 Overseas researches-7

2.2.2 Domestic researches-8

2.2.3 Summary-10

3 METHODOLOGY-11

3.1 Subjects-11

3.2 Instruments-11

3.3 Data Collecting Procedures-12

4 RESULTS AND DISCUSSION-14

4.1 Analysis the Overall Situation of Reading Strategies-15

4.2 Analysis the Differences of Reading Strategies-16

4.2.1 Differences of the use of meta-cognitive reading strategies between English majors and non-English majors.-16

4.2.2 Differences of the use of cognitive reading strategies between English majors and non-English majors-19

4.2.3 Differences of the use of social-affective reading strategies between English majors and non-English majors-21

4.3 Summary-23

5 CONCLUSION-24

5.1 Implications-24

5.2 Limitations of This Study-24

REFERENCES-26

APPENDIX-28

ACKNOWLEDGMENTS-31