Abstract

Reading comprehension is of great importance in English learning and tests. In order to find out the effects of schema on reading comprehension, many experts have carried out theoretical studies. Some researchers also conducted empirical studies on college students. However, there are few empirical studies on senior high school students. In addition, researchers focus more on narrative and argumentative essays instead of expository essays. As for English teachers in senior high schools, most of them have not paid much attention to schema yet.

Schema theory is widely used to explain the psychological process of reading comprehension. Based on this theory, the study aims to discover whether there are any differences in senior high school students’ comprehension of expository essays before and after schema training. If there are differences, the study will examine what are the differences. Moreover, the study will try to find out the differences in senior high school students’ comprehension of expository essays before and after schema training across proficiency level.

The study is conducted in two parallel classes of Suzhou No.3 Senior High School. One of the classes is the experimental class and the other is the control class. Before schema training, a pre-test is taken to make sure students in the two classes are of the same level. During the experiment, students in the experimental class are given schematic instruction, while students in the control class are taught in traditional ways. After two months, a posttest is given to both classes to check whether students improve their grades after schema training. Besides, some top students and underachievers in the experimental class are interviewed to know their present awareness of schema and to check the efficiency of the experiment.

The results show that schema helps improve senior high school students’ comprehension of English expository essays, and that schema is more effective for underachievers than top students. This study provides a new perspective for teachers to recognize reading process and helps them adopt more efficient teaching methods in the future.

Key words: schema, reading comprehension, expository essays, senior high school students

Contents

Abstract

中文摘要

Chapter One Introduction-1

1.1 Background and need of the study-1

1.2 Purposes of the study-1

1.3 Layout of the thesis-1

Chapter Two Literature Review-3

2.1 Schema theory-3

2.1.1 Definition of schema-3

2.1.2 Classification of schema-3

2.1.3 Functions of schema-4

2.2 Reading models-4

2.2.1 Bottom-up model-4

2.2.2 Top-down model-5

2.2.3 Interactive model-5

2.3 Schema in expository essays-6

2.4 Related studies-7

Chapter Three Research Methodology-9

3.1 Subjects-9

3.2 Research instruments-9

3.2.1 Training material-9

3.2.2 Pre-test-9

3.2.3 Post-test-9

3.2.4 Interview-10

3.3 Research procedures-10

3.3.1 Steps of the research-10

3.3.2 Schema training-10

3.4 Data collection and analysis-11

Chapter Four Results and Discussion-13

4.1 Results of pre-test-13

4.2 Results of post-test-13

4.3 Results of interview-14

4.4 Relationship between schema and expository reading-15

Chapter Five Conclusion-16

5.1 A summary of the study-16

5.2 Implications of the study-17

5.3 Limitations of the study-17

References-19

Appendix-21

文献综述报告-28