Abstract: This thesis aims to explore the effectiveness of applying schema theory to senior high school English reading teaching. From the perspective of schema theory, the author analyzes the current situation of traditional English reading teaching in senior high school at first. Then, based on the new version of the Middle English Curriculum Standard for senior school students, the author introduces a variety of activities to build up, activate and consolidate schemata in the process of reading. The result points out the necessity of the schema theory in English reading class. Schema-oriented reading teaching activates students’ prior knowledge related to the reading material, cultivates their reading skills and improves their interest in English. The paper concludes that while utilizing schema theory to teach reading, teachers should notice the difference of students’ original schemata and focus on the different knowledge between China and English-speaking countries. 

Key words: schema; schema theory; senior English reading teaching

CONTENTS

摘要

Abstract

1. Introduction1

2. Problems Existing in Senior High School English Reading Teaching 2

3. Theoretical Basis .2

3.1 Definition of Schema and Schema Theory

3.2 Classification of Schemata

4. The Application of Schema Theory to English Reading Teaching4

4.1 Pre-reading – Activating Original Schemata 

4.2 While-reading – Creating New Schemata

4.3 Post-reading – Consolidating the Schemata

5. Pedagogical Implication and Suggestions.8

5.1 Pedagogical Implication

   5.1.1 Developing Students’ Linguistic Schemata

   5.1.2 Enriching Students’ Content Schemata

   5.1.3 Familiarizing Students with Different Formal Schemata

   5.1.4 Cultivating Students’ Reading Strategies

5.2 Suggestions for Application of Schema Theory to Reading Teaching

   5.2.1 Understanding the Individual Difference of Students’ Schemata Correctly

   5.2.2 Emphasizing the Cultural Difference

6. Conclusion11

Bibliography.12

Acknowledgements13