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Abstract
Reading teaching is a significant part of language teaching in middle schools. This thesis is based on schema theory. Schema theory focuses on the reader's prior knowledge and background information, which can be seen in the popular EFL/ESL teaching and learning. The theory views reading comprehension as the combination of three models (language schemata, content schemata and form schemata). The process of reading is not a simple or passive decoding, but an interaction of information input and reading. In the process, whit’s more important than the degree of difficulty of language reading materials is the reader's previous knowledge structure model. Classroom observation, interview and case analysis are adopted to answer the three following research questions: First, whether teachers in middle schools apply to the schema theory in reading class or not? And what are the specific steps? Second, in reading teaching, what approaches do teachers usually use? Third, what problems or difficulty do teachers in middle schools have about using the theory in reading teaching? The aim is to let more and more English teachers be familiar with the theory, and effectively apply it to English reading teaching and hope to give some practical suggestions to improve the efficiency of English reading teaching.
Key words: Schema Theory; English Reading Teaching; High School English
Reading Comprehension
Contents
Abstract
摘要
1 Introduction-1
1.1 Research Background-1
1.2 Research Purpose-3
1.3 Structure of the Dissertation-4
2 Literature Review-6
2.1 Schema and Schema Theory-6
2.1.1 The Definition of Schema-6
2.1.2 Schema Theory and Reading Comprehension-7
2.2 Reading Teaching-8
2.2.1 Definition of Reading-9
2.2.2 Three Models of Reading-9
3 Methodology-12
3.1 Research Questions-12
3.2 Participants-12
3.3 Research Methods-13
3.3.1 Classroom Observation-13
3.3.2 Interview-14
3.3.3 Case Analysis-14
4 Findings and Discussions-16
4.1 Teachers’ Awareness and Behaviors to Schema Teaching Method-16
4.2 Problems to Be Solved-16
5 Conclusion-18
5.1 Implications of the Research-18
5.2 Limitations of the Research-19
Appendix-21
Appendix Ⅰ Interview Questions-21
Bibliography-22
Acknowledgements-23