This paper analyzes the concept and classification of reading strategy, briefly introduces the relationship between reading strategy and reading strategy training research, and puts forward some suggestions on reading strategy training.
Learning strategy training is an indispensable part of reading teaching and an inevitable and effective way to improve reading ability and cultivate students' autonomous learning ability. In this paper, reading strategy is integrated into strategy training, and the operational framework of training is put forward.
Keyword strategy training; Reading ability; Autonomous learning
Step 0 introduce
Reading is the basic means for people to seek knowledge and obtain information. Reading ability can directly reflect a person's proficiency in a certain language, so it has always been a breakthrough in English learning. After mastering a certain vocabulary, China students still find that their reading comprehension ability and speed are not satisfactory, and they can't meet their needs of expanding their knowledge and obtaining and processing information, so they are very confused. Among them, there are factors such as language environment and previous learning experience, but it is mainly the individual differences of learners themselves, such as age, gender, personality, language potential, learning motivation, cognitive style and learning strategies. Some of these differences are immutable, such as age, gender, personality and so on. Some of them can be changed, especially learning strategies, which can make learners get the best learning effect after special training. Therefore, in order to improve reading ability, learners should form effective reading strategies, overcome existing bad reading habits and adjust reading strategies according to different reading purposes and reading materials.
1. Concept and classification of reading strategies
Reading strategy is to selectively and flexibly use certain reading methods (Wallace, 1992) according to different text types, contents and reading purposes, which is an organic part of language learning strategy. Language learning strategies refer to all kinds of plans, behaviors, steps and procedures adopted by learners in order to strengthen their understanding of the language, improve the learning effect, and effectively acquire, store, retrieve and utilize information, and are all kinds of measures taken to learn and adjust learning. (O 'Malley and Cha Mote, 1990) According to cognitive learning theory, O 'Malley and Cha Mote divide learning strategies into three types: metacognitive strategies (comparison and contrast), definition, classification, examples, summary and so on.
3.2.7 Identifying discourse patterns: Ask students to read the full text, confirm the genre of the article and its stylistic structure and characteristics, and then ask students to explain the central idea of each paragraph and point out the topic sentences according to the genre of the article.
3.3 Factors such as cooperative learning and self-regulation methods to cultivate students' learning ability are objectively different, and they have obvious differences in knowledge structure, ability level, learning progress and personality characteristics. It is against the principle of teaching students in accordance with their aptitude to require students with different abilities to have the same learning progress, which will inevitably make some students with strong acceptance unable to meet their needs, weaken or lose their dominant position and subjectivity in learning activities, thus greatly reducing the effectiveness of learning. Through collaborative learning and interaction between students, this deficiency can be made up. Not only that, cooperative learning can also change the psychological state of poor students, so that every student can actively study and fully develop their own learning and personality. In addition, communication, consultation and cooperation are important factors to promote learners' autonomous learning. Constructivists believe that every learner has his own experience world, and different learners can form different assumptions and inferences about a problem. In reading teaching, students can read articles first, and then carry out one-on-one or group activities among classmates to solve problems through consultation, discussion and cooperation. In this way, students' cognitive ability is fully mobilized, which not only enriches students' knowledge and broadens their knowledge, but also cultivates and improves students' dialectical thinking, divergent thinking, language expression ability, self-study ability, problem analysis and solving ability, and consciousness of unity and cooperation. Collaborative learning strategies commonly used in foreign language teaching reading include "peer guidance", "peer reading" and "interactive reading". Teachers should not only pay attention to cultivating students' cooperative learning strategies, but also pay attention to guiding students' emotions and emotional self-regulation. In the whole teaching process, teachers should pay attention to the close relationship and influence between students' learning effectiveness and emotional changes, so that students can realize that learning activities cannot be separated from positive and enthusiastic emotional input. In the process of learning, when students' enthusiasm can't be maintained, or even they feel anxious, inferior and depressed, teachers should be good at guiding students to learn to adjust themselves and motivate themselves in time, so as to ensure that students constantly motivate themselves, overcome difficulties and succeed in learning, so as to always be in a positive, lively and good learning state.
4. Concluding remarks
Scientific reading strategy training can not only help language learners to improve their target language reading ability faster and more effectively, but also enable them to understand the content of strategies and the effectiveness of their application in the learning process, and can consciously use strategies, summarize strategies and even generate new strategies suitable for them. Therefore, the strategy training for learners should be included in the teaching plan as an important teaching goal. Foreign language teachers should constantly study learning strategies in the teaching process, especially the differences between successful learners and unsuccessful learners in using learning strategies. At the same time, we should also guide students to evaluate their own learning strategies, enhance students' awareness and ability of autonomy and self-adjustment in learning activities, make them develop freely, harmoniously, vividly and lively, and finally form a conscious, automatic and flexible learning adjustment and monitoring operation mechanism, so as to more effectively enhance students' ability to use learning strategies in various practical situations.
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