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By making questionnaires of the freshmen of a vocational college in Shanghai, the paper makes an empirical study of English reading strategies for vocational college students. The findings include that the students generally use the reading strategies not so often, among the three strategies, the meta-cognitive strategies use most frequent, and the social-affective strategies use less frequent; that the female students use the three categories of reading strategies more frequently than their counterpart males; and that those less frequently using cognitive strategies perform better in reading, incredibly. Finally, the paper puts forward some relevant pedagogical suggestions.

An Empirical Study of English Reading Strategies for Mechanical and Electrical Majors in the Vocational College