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Questionnaires ...... 19 
3.3.2   Pre-test and post-test .... 19 
3.4   Research process .... 20 
4   Data Collection and Analysis .......... 22 
4.1   Results and discussion of the questionnaires ....... 22 
4.2   Data collection and analysis of pre-test and post-test ......... 23
5   Conclusion ......... 27 
5.1   Major findings ........ 27 
5.2   Limitations of the research .... 27 
5.3   Suggestions for research in the future .......... 28 

4   Data Collection and Analysis 

4.1   Results and discussion of the questionnaires 

The questionnaire is composed of 39 items concerning the reading strategies and skills, and  there  are  5  scales  in  each  item.  The  questionnaire  involves  the  following  three  aspects: students’ opinions, attitudes and habits with regard to English reading strategies. As  mentioned  in  Part  Three,  the  questionnaires  were  distributed  to  students  of  two classes,  and  students’  reading  strategies  and  reading  difficulties  will  be  discovered.  The average  scores  of  each  item  in  questionnaires  were  calculated  on  the  basis  of  respondents’ choices (l=1Point，2=2Points，3=3Points，4=4 Points, 5= 5 Points). The results are presented in Appendix B: The figures in Appendix B indicate the whole class average scores of each item. From Appendix B, it is seen that the average scores of each item of the control class are quite close to those of the experimental class, and it means that with regard to English reading strategies, students from these two classes have the similar opinions, attitudes and reading habits. It can be seen that the scores of Items 1, 2, 6, 8, 11, 14, 17, 20, 27, 33 and 37 from these two classes are very high. Combined with the detailed information of the entire items, it is concluded that all these have just reflected the current situation of English reading teachings.  From  the  average  scores  of  the  items,  some  problems  could  be  found.  In  the  current English  reading  teaching,  teachers  spend  too  much  time  on  vocabulary,  sentence  structures and  grammar  through  the  traditional  mode.  The  pronunciations  and  the  meanings  of  new words are usually taught by teachers before reading comprehension, and this is not conductive to the development of the reading comprehension skills to some extend, because some logical and  mental  activities,  such  as  prediction  and  discussion,  will  be  useless  without  unfamiliar words. Therefore, students will realize that the new words in reading materials are obstacles for them to understand the ideas of tests correctly in exams. At the same time, they usually feel  that  the  given  time  is  not  enough  to  complete  the  reading  task本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。