Abstract :
Reading strategies are defined as the intellectual activities which occur when readers
reach a text purposely and try to comprehend it. Using qualitative research methods
and verbal protocols, this study examines thirty different-level Iranian Chinese as a
Foreign Language (CFL) learners’ use of reading strategies and describes how each
Chinese learners employs these strategies while reading culturally-relevant text. It
also investigates the strategies used by two CFL teachers while teaching culturallyrelevant
texts. The finding indicates that different proficiency levels used different
kinds of strategies. From beginners to advanced learners, the use of higher order
thinking strategies such as connection to the text and inferential thinking strategy is
increased while the use of cognitive strategies, i.e. checking in the dictionary as well
as note-taking, is decreased. This study also shows that culture-related texts can lead
to learners' feeling of engagement and motivation for learning. Comparing the
performance of the two teachers, it was found that the university instructor had never
used the correction strategy in culture-related reading sessions, while after rhetorical
strategies, the correction strategy is the most frequently used strategy that teacher of
institute (TI) has used. The results of this study are useful for language learners,
language teachers, and material developers.
