图式理论在高中英语阅读教学中的应用.docx

图式理论在高中英语阅读教学中的应用.docx

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图式理论在高中英语阅读教学中的应用

TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools

By

ChenShumiao

Athesis

submittedtotheForeignLanguageandLiteratureDepartmentof

BaojiUniversityofArtsandSciencesinpartialfulfillmentof

therequirementforthedegreeof

BACHELOROFARTS

in

ENGLISHLANGUAG

Baoji,Shaanxi

May,2015

TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools

ChenShumiao

Abstract:

SchematheorywasproposedbyBartlettinthemiddleof1870s.Aschemareferstotheknowledgestructurestoredinbrain.Schematheoryhasputtheemphasisontheimportanceofbackgroundknowledgewhichpeoplepreviouslyacquired.ItisatrendthatschematheoryisappliedinEnglishreadingteaching.ItisalsonecessaryforEnglishreadingteachingtoenrichitselfbyadoptingtheschematheory.Thedevelopmentofstudents’readingabilityhasalwaysbeenoneoftheprimaryobjectivesinEnglishteaching.However,Englishreadingteachinghasbeeninfluencedbythetraditionalteachingmethod,takingthewordsandgrammarasthemainteachinggoal,neglectingthetrainingofreadingskillsandtheusingof“schemata”knowledge.ThispaperdiscussesthetypesandfunctionsoftheschemaknowledgeonEnglishreading,andpointsouthowschematheoryistobeappliedtoEnglishreadingclasses.Teachersshouldguidethestudentstomakethebestoftheschemaknowledge,soastoimprovetheirEnglishreadingabilitiesandarousetheirEnglishreadinginterests.Schemacanbeusedintheunderstandingofthelanguage,readersuseschematofillininformationthatisn’tmentionedexplicitly.Whenreadinganewtext,readersneedtheabilitytorelatethetextualmaterialstotheirownpriorknowledgestoredintheirminds,becauseunderstandingandexplanationofnewknowledgedependuponschematastoredinone’smind.Soitisveryimportantforteachersandstudentstounderstandthefunctionofschemataandputthemintoeffectiveusetoimprovestudents’readingability.

Keywords:

schematheory。

seniorEnglish。

reading。

readingability

图式理论在高中英语阅读教案中地应用

陈树苗

【内容提要】：

图式理论是Bartlett在19世纪70年代提出来地，图式指地是储存在大脑中地知识结构，图式理论将重点放在人们先前获得地背景知识中.现在有将图式理论应用于英语阅读教案地趋势，英语阅读教案有必要通过采用图式理论来丰富自己.发展学生地英语阅读能力在英语教案中已经成为基本目标.然而，英语阅读教案受传统教案法地影响把单词和语法作为主要地教案目标.忽视了阅读能力地训练和图式地应用.本文探讨了图式知识在阅读中地作用，提出了图式理论在英语阅读教案中地具体设想，教师应该引导学生充分发挥自己已有图式地作用，来提高学生地英语阅读理解能力，提高学生英语学习地兴趣.因为图式是头脑中地“先存知识”或“背景知识”，它可用于语言理解中，读者借助记忆中激活地知识结构来填补文本中未表达出地细节内容，从而达到阅读理解地目地.读者地每一次理解都需要已有知识地参与，根据已有地知识来重新获取或构建文本意义，达到阅读理解地目地.因此，学习者应该在阅读过程中充分利用这些图式知识来提高阅读理解能力.

【关键词】:

图式理论；高中英语；英语阅读；阅读能力

CONTENTS

2.2Thefunctionofschema4

Acknowledgments……………………………………………13

TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools

I.Introduction

Nowadays,readingplaysadominantroleinthefourskillsoftheforeignlanguagelearning.Itisthefoundationandanimportantwaytoimprovestudents’listening,speaking,writingandabilitiesoftranslatingsomething.Itisobviousthatmasteringaneffectivereadingskillsandformingagoodreadinghabitcannotonlybroadenthestudents’horizonbutalsoimprovethecomprehensivequalitytoacertainextent.

IntraditionalEnglishreadingteachinginseniorhighschools,teachersalwaysadoptthetraditionalgrammar-translationmethodtoteachreading,whichhasn’temphasizedtheuseofcontentschemata（backgroundknowledge）,norformalschemata，thatistosay,theyoftenignoretherhetoricalorganizationofthetexts.Thatis,thegrammar–translationapproachonlypaysattentiontowords，grammar,thetranslationoftextsonlyputsemphasisonlotsofwritingexercises.Asaresult,studentsonlylearntowordbyword,andthegrammar-translationapproachteachinggraduallybacamemoreandmoreimportant.Thisgrammar-translationapproachsupposesthatreadingisaratherpassivedecodingprocesswhichputsemphasisontheimportanceofbottom-upmodel.Thisresultsinmanystudentsdon’thaveagoodreadingabilities.ThepurposeofmyresearchistomaketheschematheorybefamiliartostudentsandEnglishteachersinseniorhighschoolandappliedittoEnglishreadingandteachingeffectively.Teachersthroughtheprocesscanactivatestudents’backgroundknowledgeandbuildupformalschema,makingthestudentshaveagoodcommandinreadingcomprehension,improvingthestudents’readingcomprehensionabilities..

Mythesisstructurewillbedividedintofiveparts.Inthefirstpart,thebackgroundandthesignificanceofthestudyareintroducedandliteraturereviewsareexplored.Inthesecondpart,thetypesandfunctionsofschematheoryareintroduced.Inthethirdpart,thereadingmodelsandcurrentsituationofreadingareintroduced.Inthefourthpart,schematheoryisappliedtoEnglishreadingteaching.Inthefifthpartaretheconclusions.

II.Thetypesandfunctionsofschematheory

TheschematheorywasfirstproposedbyGermanpsychologistBartlettin1932.Hedefinesschemaas“anactiveorganizationofpastreactions,orpastexperience”.Rumelhartcameupwiththisconceptofschemaanddescribedschematheorybasicallyasatheoryofhowknowledgeismentallyrepresentedinthemindandused,schemataarecreatedthroughexperiencewiththeworld,andtheperson’sculture,whichincludestheinteractionswithpeople,objectsandeventswithinthatculture（DrHeatherWinskel,2006）.

Fromtheabovedefinition,wecanconcludethatknowledgeacquisitionisbasedonthepreviousexperienceandconceptswhicharestoredinbrain.Thisstoredknowledgealongwithitsstoragestructureiscalledschema.

2.1Thetypesofschema

Schema,accordingtothenatureofthecontents,canbeclassifiedaslinguisticschema,thereader’spreexistinglinguisticknowledge,contentschema,thereader’spriorknowledgeofthecontentareaofthetext,andtheformalschema,theknowledgeoftherhetoricalstructureofthetext（Carrell,1983:

172）.

2.1.1Linguisticschema

Linguisticschemareferstothereader'spreexistinglinguisticknowledge:

tobemorespecific,theyrefertotheknowledgeoflanguageaboutphonetics,grammar,vocabulary.TheNewCurriculumStandardsrequiresthatstudentsshouldmasterthelonganddifficultsentencesbyanalyzingthestructure.It'saslooneofrequirementsoflinguisticschema.Languageisthecarrierofinformation.Vocabularyisthebasicelementoflanguage.Facinganarticlewhichisfullofnewwords,thereaderwillarisethefeelingofbeingfearedbyitimmediately.Linguisticschemaisanecessaryschemaforstudents.Forexample:

ifthestudentsdon’tknowmoreabouttheellipsis,heorshewillcan’tunderstandthefollowingsentence:

“Hadweusedbetterirrigationmethods,wewouldhavesavedhalfofwaterresources”.Itsmeaningis“ifweusedbetterirrigationmethods,wewouldhavesavedhalfofourwaterresources”.Thus,intheinitialstageofleaning,linguisticschemaisadecordwhichbereplacedbythespeculationaccordingtotheexperience.Readerwhowantstoimprovehisreadingeffects,heshouldhaveagoodcommandofmeaningandgrammar.

2.1.2Contentschema

Contentschemawhichreferstoareader's"backgroundknowledgeaboutthecontentareaofatext".Thatistosay,studentsaresupposedtohaveanabilitytoactivatetheirpreexistingknowledgeandtheninteractthemwiththetexturematerial.AneffectwaytolearnEnglishistoconnectthenewinformationwiththeirpriorknowledge.

Ifthereadersdonothavethecontentschemathatrelatedtothetext,theyonlycantranslateeverywordintochinese.Thus,itisdifficultforthemtomasterthewholetextualmaterialalthoughtheyownrichlinguisticschema.Forexample,"Awomenwithoutamanislikeafishwithoutabicycle".IfstudentsknowaboutthefeministmovementknowledgeofAngloAmericancountries,knowingaboutthebackground,themeaningiseasyanditcanbeinterpretedas“womendon'tneedmenatall".Onthecontrary,ifthereadersownmorerelatedcontentschema,theycancomprehendthetexteasily.Thus,readersneedtomastermoreknowledgeaboutallkindsoftopics,suchasgeography,history,economy,culture,psychology,philosophyandsoon.

2.1.3Formalschema

“Formalschema”or“textualschema”are“backgroundknowledgeoftheformal,rhetoricalorganizationalstructuresofdifferenttypesofthetexts”（CarrellandEisterhold1983）.Wecanknowthatformalschemataaresomethingaboutrhetoricalstructures’differencesinreading,suchasdifferencesingenre,andthestructureoffables,advertisementandsoon.

Distinguishingthedifferentrhetoricalstructuresisacrucialskillasforhighschoolstudents.Astudentwhoselanguageproficiencyistoopoor,andalsodon'tfamiliarwiththecontentofthearticle,hewillfacewithbigobstaclesintheprocessofreading.However,ifheownstheknowledgeofformalschema,itwillbeconductivetounderstandthetextaccordingtodifferentstructureseasily.Takeanadvertisementasanexample:

advertisementhasitsuniquefeatures.Usingconcisewordsandusingphrases.Forexample,"Learnaforeignlanguageinsixweeksoryourmoneyback".Ifastudentownsarichformalschema,themeaningcanbeinterpretedas“wepromiseyoucanlearnaforeignlanguageinsixweeksoryourmoneywillbeturnedback".

2.2Thefunctionofschema

Aschematheoryreferstotheknowledgestructurestoredinbrain.Asweallknow,thelinguisticschemataarethebasicknowledgeofthelanguage.Onlygraspthelinguisticschema,canwehaveabilitytomastertheotherschemata.Thecontentschemaisveryimportantanditisthebasisofcomprehendingtherealmeaningoftext.Theformalschemaisofgreatimportanceinmasteringitsorganizationalstructure.Therelationshipbetweenthemisveryclose.Th