A comparative study on the use of English reading strategies between chinese and Japanese senior high school students

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Written words surround us daily. They confuse and enlighten us; they depress and amuse us; they sicken and heal us. At every turn, we, members of a literate society, are dependent on twenty-some-odd letters and a handful of other written symbols for significant, even life-and-death, matters in our lives (Brown,2001). No one would deny the fact that we surely read something or other every day. Therefore, reading plays a very important role and is deeply involved in our daily life. As we know, reading is the foundation of all knowledge. Whether in reading textbooks or extracurricular materials, readers can be exposed to many new words and phrases, and thus can develop their productive language skills like speaking or writing. Many researchers and teachers have tried hard to find ways to help students read successfully in English, but there are many factors that affect reading proficiency. So we administered a questionnaire in China and Japan to find out what is the most difficult part in English reading for Chinese and Japanese senior high school students, and as a result, we know itis 'unknown words'. Thus, this study aims to investigate the differences, if any, in the ways of decoding English vocabulary during reading processes between Chinese and Japanese students, and to analyze why those differences exist. It is also hoped that this study will provide valuable information on reading instruction for Chinese and Japanese EFL teachers.

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