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Schema Theory and Senior English Reading Teaching

1.Introduction. 2

  1. The present situation of teaching English reading. 3

2.1 The relationship between reading and linguistic competence. 3

2.2 Problems in teaching of reading and the reason. 4

2.3 The disadvantages of traditional teaching model 5

2.3.1 Dull and boring. 5

2.3.2 Low comprehension level 5

2.4 The importance of suitable reading theory. 5

  1. Cognition of reading comprehension process. 6

3.1 Bottom-up Model 6

3.2 Top-down Model 7

3.3 Interactive Model 8

  1. Schema Theory. 9

4.1 Schema and Schema Theory. 9

4.2 Classifications of Schemata. 12

4.3 Schema Theory and Reading Comprehension. 12

4.4 The implication from Schema Theory to the actual reading teaching. 13

4.4.1 Pre-reading activity is needed to some extent. 13

4.4.2 Students should learn and know more about the cultures of the target-language. 14

4.4.3 Three kinds of schemas should be balanced in teaching reading. 14

4.4.4 The goals of reading instruction should be more clear 15

  1. Practical use in reading teaching. 16

5.1 Material selection. 17

5.2 Schema activation. 18

5.2.1 Brainstorming. 18

5.2.2 Class discussions. 19

5.2.3 Asking questions. 20

5.2.4 Using multimedia. 20

5.2.5 Previewing. 21

5.2.6 Semantic mapping. 21

5.3 Schema construction. 22

5.3.1 Build on students’ existing schemata. 22

5.3.2 Increase background knowledge. 22

5.3.3 Increase real-life experiences. 23

5.3.4 Increase experiences by extensive reading. 23

  1. Conclusion. 23

References. 24

Net.1. 王丽, How to Develop Senior High Students’ English-Reading. http://www.mcyz.com/Article_Show.asp?ArticleID=93, 2003-11-21. 25

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