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3.4 Instruments .... 183
3.5 Procedures...... 19
3.6 Data Collection ........ 22
3.7 Data Analysis ...... 22
4 Results and Discussion ...... 24
4.1 Results of the Questionnaires ..... 24
4.2 Results of the Pretest and Posttest .... 31
4.3 Results of the Interview .... 33
4.4 Discussion....... 34
5 Conclusion......  37
5.1 Major Findings ........  37
5.2 Implications of the Research ......  38
5.3 Limitations of the Research........  39
5.4 Suggestions for Further Research .......  39

4 Results and Discussion

4.1 Results of the Questionnaires
The evaluation standard of strategy use frequency is based on Oxford’s classificationscale (1990: 291), in which the mean of each strategy use shows the frequency of the strategythe subject use. The mean score is classified into low, medium and high scale. Thecorresponding strategy is frequently used when the mean score is between 3.5 and 5.0, it issometimes used when the mean score is between 2.5 and 3.4 and rarely used whenbetween1.5 and 2.4 (Table 4.1). 28 items are included in the questionnaire to find out or testify the reading strategy usefrom three aspects: Part One is cognitive strategy, with items 1-9. Part Two is metacognitivestrategy with items 10-23. Part Three is social/affective strategy, with items 24-28.Skimming is from item 1 to 3, scanning is from item 4 to 5, lexical inference is fromitem 6 to 7, prediction is from 8 to 9, self-planning is from item 10 to 12, selective attention isfrom item 13 to 15, self-monitoring is from item 16 to 19, and self-evaluation is from 20 to 23.Questioning is 25, cooperation is 27 and self-encouragement is 24, 26, 28.Seen from the data of the table 4.2, the means of the EC and the CC in strategy usebefore the training are similar, while the means of the EC are improved much more than theCC after in the training. Although the subjects in the CC have improved to some extent afterthe four-month traditional instruction, it is not remarkable in strategy use frequency.
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Conclusion

The study focuses on the relationship between strategy use frequency and Englishreading proficiency of rural junior school students aiming to explore a reading strategy modelsuitable for rural junior school students. The study finds it important for most students toapply reading strategy to develop their reading proficiency via the data analysis of twoquestionnaires, an interview, two tests and a four-month experiment. It can be found thatstudents apply reading strategies moderately via the ranking ordering of three main strategygroups. The major findings are concluded as follows: strategies-based instruction on rural junior school students can enhance theirawareness and ability to use reading strategies. Reading strategies are employed moderatelyin terms of the three major strategy groups, while the frequency of employing cognitivestrategy is higher than metacognitive and social/affective strategy. Metacognitive strategy andsocial/affective strategy can enhance the effectiveness of cognitive strategy. Metacognitionhas an indirect effect on strategy use, which functions as a role of planning, monitoring, andevaluating readers’ cognitive process. The EC perform better remarkably in terms of strategyuse frequency since they are more aware of the importan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。