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strategy is best reserved for general tendencies or overallcharacteristics of the approach employed by the language leaner, leaving techniquesas the term to refer to particular forms of observable learning behaviors.Weinstein and May(1986) point out“learning strategies are the behaviors andthoughts that a learner engages in during learning, that are intended to influencedlearner’s encoding process.”Chamot(1987)argues, Learning strategies are techniques, approaches ofdeliberate actions that students take in order to facilitate the learning, recall of bothlinguistic and content area information.”Oxford(1989)says, Language learning strategies are behaviors of actions whichlearners use to make language learning more successful, self-directed andenjoyable.”
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2.2 Researches on Reading models

2.2.1 Bottom-up Model
the smallest elements and builds up to comprehension of what is being read.Bottom-up models typically consist of lower-level reading processes. Students startwith the fundamental basics of letter and sound recognition, which in turn allows formorpheme recognition followed by word recognition, building up to theidentification of grammatical structures, sentences, and longer texts. Letters, letterclusters, words, phrases, sentences, longer text, and finally meaning is the order inachieving comprehension. Figure 1 is a graphic representation of a bottom-upapproach to reading (Helgesen). The reader begins with Top-down models, on the other hand, begin with the idea that comprehensionresides in the reader. The reader uses background knowledge, makes predictions, andsearches the text to confirm or reject the predictions that are made. A passage canthus be understood even if all of the individual words are not understood. Within atop-down approach to reading the teacher should focus on meaning generatingactivities rather than on mastery of word recognition.
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Chapter Three Methodology........19
3.1Instruction........19
3.2Subjects........19
3.3ResearchInstruments........19
3.4Trainingprocedureandtrainingmodel......20
3.4.1Trainingprocedure....20
3.4.2Trainingmodel........20
Chapter Four Data Collection and analysis....23
4.1DataCollection........23
4.2Dataanalysis........23
4.3Discussion........28
Chapter Five Implications and Limitations....32
5.1Implications........32
5.2Limitations........33

Chapter Five Implications and Limitations

5.1 Implications
If teachers systematically introduce and reinforcestrategies that can help students read the passage more effectively, the students may wellimprove their performance on language tasks. The findings of the study would alsosuggest that summarizing， predicting,and scanning strategies in the classroom can havea direct help on students’ reading comprehension.After 12 weeks’ reading strategy training， it proved to be helpful for improvingstudents’ reading ability. Reading strategy training is effective and teachable. The resultsof the experiment provide some implications and suggestions for EFL reading teaching inEFL classroom in senior schools; English reading is a very important skill that teacherscan help students improve by teaching them strategy; Strategy training is necessary inEFL reading teaching. But，since short term training had only short term effects at bes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。