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For most of the Chinese students, due to the lack of language environment, reading their exposure to English. Therefore, English teaching, develop students' reading skills to improve their own reading ability is extremely important. Especially for non-English speaking students in non-key universities under the current employment situation is fairly grim reality, learn English, to obtain English Level certificate is one of their important goals. However, due to the middle school English teaching is basically Intensive-based teaching is still very weak, the majority of students on college reading skills, reading comprehension, which had caused us enough attention. In this study, using a questionnaire survey about students' reading habits and English reading strategies, and then use the experimental students reading strategy training, and the use of SPSS data processing software for statistical analysis using qualitative research methods to analyze and diagnostic reading strategy training on reading effect, that is, before and after the experiment arranged two interviews, the purpose of the experiment before the interview is to in-depth understanding of the students in the experiment before reading strategies used situation and problems of interviews after the experiment feedback of students' English reading strategies training, to further test the effect of the English reading practice its impact. In short, this thesis is the study of quantity and quality, the combination of theory and practice. The main conclusions of the study are as follows: 1. Exists in college English reading teaching problem: no teaching of reading strategies system explain and effective training for causing students to feel abstract and difficult to apply. Most non-English majors in English reading process, there are more poor reading habits, which the main reason may be affected by secondary Intensive teaching of world domination. The use of non-English majors reading strategies is unsatisfactory, the majority of students reading strategies known little about, and the lack of flexibility and the ability to apply a variety of reading strategies. . Strategies used in the application of the least of students' metacognitive strategies, most of the students for their own learning to a lack of self-management and monitoring, which reflects their own ability to learn is not enough. Even short-term reading strategy training can be effective in changing the concept of students 'reading and enhance students' awareness of strategy use. Short-term reading strategy training can only help to a certain extent, students' reading scores improved, but the effect is not very obvious, more effective, more systematic strategy training require long-term planning. Effective reading strategy training can stimulate students' interest in learning, and enhance the confidence of the policy is applied. Finally, according to the results of this study, the author make a few points about the reading strategy training inspiration and advice, and pointed out some limitations of the study and to be studied at.
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