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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
A Study on Senior High School Students’ English Reading Barriers and Strategies
ZHANG Tong, JIN Ming-hao (Corresponding Author)
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DOI:10.17265/2159-5836/2017.12.018
Department of English, Yanbian University, Yanji, Jilin Province, China
Referring to the questionnaire surveys and literature materials, this paper tries to discuss the causes of high school students’ English reading barriers and its possible strategies to improve their English reading ability. This paper used a questionnaire survey to collect data with 188 grade one high school students as research subject. The result shows English reading barriers are mainly divided into two parts, language factors and non-language factors. Language factors include vocabulary barriers, grammar barriers, discourse barriers and culture background barriers. Non-language factors mainly include psychological factors, reading habits, reading interest and reading strategies. It is suggested that joint efforts from teachers and students are needed to solve the reading barriers. Teachers should help students increase vocabulary accumulation, strengthen grammar knowledge, develop their discourse comprehension skills and teach culture knowledge in class. Students need to overcome psychological factors, develop good reading habits, do a series of trainings on reading, give immediate feedbacks and sum up reading experiences.
high school students, English reading, reading barriers, reading strategies
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