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Chapter One Introduction

1.1 Research Background
For most language learners, reading skill is regarded essential or the most important oneto master (Anderson, 2004). And since the 1970s，researchers in western countries haveshifted their attention from teaching to learning, from teachers to learners since the process oflearning was far more attractive and significant in evidence (Oxford, 1990). Thus in mostcases，whether consciously or unconsciously, learners apply certain skills to help themovercome difficulties and obtain information. So compared with other aspects that is relatedwith second language reading proficiency, strategies in the process of reading is of specialimportance. Scholars like Hosenfeld (1977)，Bereiter & Bird (1985)，Phakiti (2003) andAnderson (2004) all focus their attention on reading strategies investigation in various aspects.They point out that reading is a cognitive process that requires mastering certain techniques,while this kind of skill varies from person to person in view of various linguistic competences.Some deliberate training on strategies can help apparently improve the reading effectiveness.Therefore, strategies are significant in reading.To。，Malley & Chamot，strategies are "the special thoughts or behaviors that individualsuse to help them comprehend, leam，or retain new information" (1990，p. 1). Based ontheories of information processing and cognition constructivism, they classify strategies intocognitive strategies, meta-cognitive strategies and social-affective strategies. It is generallyconsidered that their classification is an overall and systematical categorization，makingmeaningful significance. Others like Rubin (1981)，Nisbet & Shucksmith (1986)，Oxford (1990) and Cohen (1998) are somewhat similar but not so inclusive in comparison. The latterstudies especially domestic scholars mostly do intensive discussion based on that three-waystatement (Lv & Tu，1998; Liu, 2002; Pan, 2012).
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1.2 Purpose and Significance of the Study
Since the "variations in the nature of the experienced difficulty，however, could give riseto different strategic action，’ (Bereiter & Bird，1985，p. 132)，the application of strategiesdiffers greatly in specific situation. In other words, there are significant variations in themesand styles of the contents，and people use different strategies or approaches to read differenttexts (Jiang & Gao，2009). In view of the growing popularity of newspaper reading, which hasbecome an optional course for college students and a compulsory course for English majors，this study mainly focuses on strategies application for newspaper reading by English majorjuniors. Therefore, an empirical study on strategies in newspaper reading is beneficial for bothteachers and students. What's more，from cognitive perspective, this descriptive study is anintensive discussion about cognitive strategies, meta-cognitive strategies and social-affectivestrategies in specific context. Lastly, it is also hopes that think-aloud protocol, the voicedintrospective method with outstanding features of availability and veridicality，can provideReference for the related data collection, so as to diversify research methodology.The present study on newspaper reading strategies of English major juniors addresses thefollowing questions:
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