On Obstacles of English Reading Comprehension to Senior High School Students and Reading Strategies

1、On Obstacles of English Reading Comprehension to Senior High School Students and Reading Strategies王誠剛【Abstract】TheEnglishreadingcomprehensionplaysanimportantpartnotonlyinseniorhighschoolstudentsEnglishexaminationbutalsointheircomprehensivequalityinEnglish.Inthisthesis，theauthordidasurveyrelatedtoth

2、ereadingproblemsamongtheseniorhighschoolstudents，putupwithsomereadingstrategiesandskillsforimprovingtheabilityofEnglishreadingcomprehensionefficiently.【Keywords】seniorhighschoolstudents；Englishreadingcomprehension；strategiesIntroductionForChinesestudents，Englishisalanguagethatstudentswhoaccepttheedu

3、cationfromaprimaryschooltoacollegearesupposedtomasteranduseskillfully.InthestudyofEnglish，readingcomprehensionispaidmoreattentionintheEnglishlearningclassesbybothteachersandstudents.Butwhatisunfortunate，theresultsoftheseeffortsarenotparticularlysatisfactory.1.TheCurrentSituationofEnglishReadingCompr

4、ehensionamongHighSchoolStudentsTofindouttheeffectivewaystoimproveefficiencyofreadingcomprehension，wemustknowthetheproblemsexistingamongstudentsinourlevel.Therefore，asimpleresearchaboutthecurrentsituationoftheEnglishreadingcomprehensionamongthehighschoolstudentswasmadebytheauthorinthisthesis.Theautho

5、rhaveinterviewed12studentsabouttheirdifficultiestheymetintheprocessofEnglishreadingcomprehension，andafterthat，Isummarizedtheirproblemsasfollows.1.1LackofInterestinReadingEnglish，AmbiguousReadingPurposeInthecurrentsurvey，sixstudentsdefinitelyshowedthattheydidnotlikeEnglishreadingcomprehensionatall.On

6、theotherhand，3studentsclearlysaidthattheywereinterestedinreadingtheEnglisharticlesorbooks.Inaddition，therest3studentstakeindifferentattitudetowardEnglishreadingcomprehension，and2studentsansweredwith“neitherlikenordislike.Andfinally，onlyonestudentshowedhisattitudedependsonthegenreofreadingtext.1.2Too

7、ManyStrangeWordsinReadingPassagewithInappropriateMethodsIntheinvestigation，10studentsshowedthatthemostdifficultproblemtheycameacrossinEnglishreadingcomprehensionisthattherearetoomanystrangewords.Butintermsofmethodsofdealingwiththedifficulty，5studentsamongthetenrefertochoosetoskipthestrangewordsandse

8、ntences，3studentswouldguessthewordmeaninginaccordancewiththethecontext，whileother2studentschoosetogiveupthereadingtask.1studentsaidthatsheisnotclearofthecorrectsentencestructure，andherwaytodealwithitisalsoguessthewordmeaningaccordingtothecontext.Therest1studentthinkthatheiseasilytoforgetwhathehasrea

9、dwhenhereadsthelastpartofthetext.1.3InsufficientTimeinReadingEnglishwithLittleReadingTheauthorhaveinvestigatethehighschoolstudentsspendingtimeonfinishingtheEnglishreadingcomprehension.ThereadingproportionofthetotaltimeintheentireprocessoftheEnglishlearningarepresentedasfollows.Fromtheresultoftheinte

10、rview，3studentsshowedtheproportionis1/3，1studentshoweditis1/4，1student0，2students1/5，2students1/10，1student2/3and1studentis3/5.2.EffectiveEnglishReadingStrategiesforHighSchoolStudentsForthevariouskindsofstylesinpassagesofEnglishreadingmaterials，asfarasthehighschoolstudentsconcerned，theknowledgetheyh

11、avelearnedintheEnglishclassisfarlimited.Studentsaresupposedtoobtaintheabilityinalong-termreadingpractice.ThefollowingsaresomeeffectivestrategiesofreadingEnglishmaterialsfortheseniorhighschoolstudents.2.1GraspingtheMainIdeaInterestcanstimulatethepassionofpeopletoworkineverykindofactivitiesHan，1990.In

12、dailyreadingpractice，studentscanchoosesomematerialsinaccordancewiththeirownEnglishabilityandinterest.Theirpredictionofthemainideashouldbefurtherdetectedbyreadingthepassageagain，orcommunicatingwithstudents，orgivingfeedbackinformationtoteachersinordertoaskforhelp.Predictionisinvolvedinthetheme，genre，r

13、eadingtargetandwritingpurposeofthepassage.Lu，2020.Inadditiontounderstandingthepassage，studentsabilitytoinductionshouldalsobeimprovedandtrainedindailypractice.oncestudentshavesomecomprehensiveandinductiveability，theywillfinditeasiertograspthemainideaofthepassagemoreclearlyandexactlyintheprocessofread

14、ing.2.2SpeculatingtheWordMeaningIntheprocessofreading，studentscannotavoidtomeetsomestrangewordstheyhaventseenbefore.“YoucannotdevelopreadingskillswithwithtextsthatareloadedwithunfamiliarwordsNuttall，2000.Firstly，studentscanreadsomematerialsthatcanarousetheirinterestandmaintain.Secondly，studentsshoul

15、dpaymoreattentiontomakinganoticeaboutsomewordsthatoccurindifferentcontextbutwithdifferentmeaning.Thirdly，studentsarealsosupposedtoreadothermaterialsinwhichtheymayhavelittleinterest，suchassomesciencefictions，Englishbooksandmagazines，laws，sports，politicsandsoon.Inthisway，studentscanlearnandgatheringmu

16、chmoretechnicaltermsindifferentfieldsanddisciplines.2.3ImprovingtheRateofReadingInviewingofthevariousfactorsinfluencingtherateofreading，howcanwebeefficientreaders？Inthefirstplace，studentsshouldenlargetheirknowledgebackground.Readingisnotasolitaryactivityeither.Itisacommunicationbetweenthereaderandth

17、ewriterChen，2020.Therefore，enlargingtheknowledgebackgroundrelatedtothevariousreadingmaterialscaneffectivelyhelpthestudentsunderstandandreadmoreeasilysothatthestudentscanreallyimprovetherateofreadingwhenthecertainreadingcomprehensionisgiven.Whatsmore，thereadersinterestinwhatthepassageconveyisalsoplay

18、sanimportantroleinfinishingthereadingcomprehension.Asaresult，studentsshouldimprovetheinteresttothematerialswhiletheyarereading.3.ConclusionThisthesisaimstoinvestigatetheobstaclesoftheEnglishreadingcomprehensiontotheseniorhighschoolstudents，andtrytoputforwardtheeffectivereadingstrategiesinordertohelpthehighschoolstudentsreducetheobstaclesofEnglishreadingcomprehensionandimprovetheabili