图式理论在英语阅读教学中的应用Word文档下载推荐.docx

图式理论在英语阅读教学中的应用Word文档下载推荐.docx

《图式理论在英语阅读教学中的应用Word文档下载推荐.docx》由会员分享，可在线阅读，更多相关《图式理论在英语阅读教学中的应用Word文档下载推荐.docx（12页珍藏版）》请在冰豆网上搜索。

EnglishhasbeenapopulartoolofmunicationinChina.However,recently,somemiddleschoolstudentsseemnottobegoodatreadinginEnglish.Whathascausedthissituation,isitbecauseoftheteacher’sresponsibilityoronlythestudents’responsibility?

TheessayanalyzesthereasonsandrecentsituationinChina,introducingthemeaningfulschematheoryforteachingofEnglishreading.Moreover,aquestionnaireisputintotheessaywiththedata.Inthequestionnaire,therearesomevitalreasonsthatareimportantandhelpfultobothteachersandstudents.Theaimofthisdissertationistostimulatestudents’interestinreadingEnglishandtohelpteacherstoimproveteachingmethodsintheteachingprocessofEnglishreading.

KeyWords:

schematheory;

readingprehension;

TeachingofEnglishReading

摘要：

在中国英语已经成为一种交际的工具，非常普及。

然而，在如今中国英语普及化的情况下，局部中学生似乎并不擅长英语阅读。

是什么导致了这种情况的发生，教师的原因还是学生原因呢.本文分析了其中的原因和目前中国的教学状况，介绍了对英语阅读教学意义深远的图式理论，本文开展问卷调查且对数据进展了详细分析。

问卷调查中涉及到的一些原因非常重要，对教师以及学生都有很大的帮助。

本文旨在提高学生英语阅读的兴趣和帮助教师在英语阅读教学过程中改进教学方法。

关键词：

图式理论；

阅读理解；

英语阅读教学

CONTENTS

Introduction

Since1980sEnglishbecamemoreandmoreimportant.Englishplaysanincreasinglyimportantroleintheinvolvementwithwesterncountries.Englishisnotjustafashion,butalsoatoolofmunicationbecauseEnglishisoneofthemostwidelyusedlanguagesintheworld,itisthequickestandmostefficientmediumtoobtaininformationfromtheworld.Andreadingisoneofthemainmethodstogaininformation.InChina,mostpeoplebegintolearnEnglishinjuniormiddleschool.Infact,China’seducationmustfacetheworld,andseektheinformationfromallovertheworld.Moreover,itismontosaythatteachingmethodsareavitalaspectforagoodteacherbesideshisorhere*tensiveknowledge.

However,somestudentsinmiddleschoolarenownotgoodatreadinginEnglishevenifitactsasamaincourseinmostschools.Itisshownthatitdoesnotrelatetotheirintelligencelevelbuttotheimportantfactorssuchastheteachingmethods.Whatisthisphenomenoncausedby?

Isthatcausedbytheteachingmethodsorthestudents’themselves?

WhatdoesateacherdointheTeachingofEnglishreadingprocess?

Andhowcanhe/shearousethesemiddlestudents’abilityinEnglishreadingprehension.Thesequestionswillbetakenintoconsiderationandsolvedinmyessay.

1.BackgroundandtheRecentSituationofEnglishReadingprehensioninChina

1.1TheImportanceofEnglishReadingprehensioninChina

ReadingprehensionisanimportantlinkofEnglishteaching.Andtheproportionofreadingprehensionintheuniversityentrancee*aminationreached30percents.ItevenreachedquitelargepercentageinthecollegeEnglishtestandintheadulttitletest.ItisanimportantconstituentofEnglishproficiencyofstudents.HowtoimprovetheeffectofTeachingofEnglishreadingandreadingcapabilityofstudentsisthetopicthathasbeendiscussedintheteachingofEnglishreadingforlongtime.

Readingisakindofintelligenceactivitythatgainsinformationfromwrittenlanguage,andalsoisamentalprocessthatgainsmeaningsfromwrittenlanguage.Accordingtostatistics,50percentsofourknowledgeesfromreading.Thus,readingisoneofthemajorwaysforlearnerstoinputtheforeignlanguage,animportantlinkofEnglishteaching,anditplaysanimportantrole.Duringlastafewdecades,foreignscholarsgivingitanenormousamountattention.Theyhavedonethethoroughe*tensiveresearchwiththemothertongue,thesecondlanguageandtheforeignlanguagefromPsychology,sociallinguisticsandcognitionpsychologyangle.

1.2TheReasonsoftheProblemsinEnglishReadingprehension

We'

lljusthavetoetotermswiththefactthatstudentsencounterdifficultiesintheEnglishreadings.Itseemsthateverysentenceofthepassageisunderstood,butactually,themeaningofthewholepassageisnot.Rumelhart（1980）pointedoutthattherearethreepossiblereasonsthatareadercannotunderstandthemeaningofpassage.Theyare:

first,thereaderdoesnothavetheschemarelatedtothepassage;

second,althoughthereaderhastherelatedschema,therearenotenoughcluestoactivatetheschemaforthereader;

thethird,thereaderconsidershimself/herselfasalreadyunderstandingthepassage,butinfact,he/shehasnot.Therefore,schematheoryshouldbeusedintheEnglishreadingteaching.

Schematheorystatedthatnote*t,eitherspokenorwritten,carriesmeaningbyitself.Itonlyprovidesdirectionsforlistenersorreadersashowtheyshouldretrieveorconstructmeaningfromtheirownpreviouslyacquiredknowledge.Suchknowledgeisthereader’sbackground.Thepreviouslyacquiredknowledgestructuresarecalledschema.

2.SchemaTheory

2.1TheDevelopmentofModernReadingTeachingTheories

TheBringingForwardofth