TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools1.docx

TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools1.docx

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TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools1

Abstract

TheaimofthestudyistoexplorehowtoeffectivelyteachEnglishreadingmoreeffectivelyinseniorhighschools.Basedonschematheory,thethesisprobesintotheprocessofteachingreadingasthoroughlyaspossible.ThestudyfindsoutthattheteachercanapplyschematheorytoteachingEnglishreading,whichcanbepresentedintwoaspects:

Firstly,readingisaninteractiveprocess.Thus,theteachershouldstimulatestudents’schematabycombiningthe“bottom-up”modelandthe“top-down”model.Secondly,therearethreemajortypesofschemata，namely,linguisticschemata,contentschemataandformalschemata.Thus,wecanapplyschematoteachingreadingintermsofitsthreeaspects.Comparedwithpreviousstudies,thestudyputsforwardthatthekeypointofteachingreadingistoenablestudentstograspthemeaningofapassageandthemeaningofapassagecanbeleveledintotwoparts:

thesurfacemeaningandthedeepmeaning.;inordertounderstandthesetwolevelsofmeaning,intheprocessofteachingreading,theteachershouldguidestudentstoapplydifferenttypesofschematatoknowthemeaningofapassage.Thisstudyismerelyapreliminarytryout;IhopeitcanbehelpfultoteachEnglishreadinginseniorhighschools

Keywords:

teachingreadingschematheorymeaning

摘要

本次研究的目的在于探索如何更有效地教高中生英语阅读课。

本次研究以图示理论为理论基础，对阅读教学过程的本质深入探索。

研究发现可以应用图示理论进行阅读教学，这体现在以下两点：

第一，阅读是个互动的过程，教师需要结合“自下而上”和“自上而下”两种模式，激发学生已有的图示。

第二，由于图示分为语言图示，内容图示和形式图示，因此可以从这三方面分别应用于英语阅读教学。

比较已往的研究，本次研究在阅读教学的关键方面提出了阅读教学的关键是教会学生理解文章的意义,并且文章的意义是可以分层次的:

表层含义和深层含义；为了掌握文章的两层含义，在阅读教学中，教师要让学生学会充分运用各种图式来实现真正的理解文章的意义。

为了本次研究还是一个初步的尝试，希望能对提高高中生英语阅读能力有所裨益。

关键词：

阅读，图示理论，应用

Contents

Abstracti

摘要ii

1.Introduction1

1.1Literaturereview1

1.2Thesisstructure4

2.Theprocessofreadingcomprehensionandtheprocessofteachingreading4

2.1Theprocessofreadingcomprehension4

2.2Theprocessofteachingreading5

3.Schematheory6

3.1Thedefinitionof“schema”6

3.2Thetypesofschemata6

3.2.1Linguisticschemata6

3.2.2Contentschemata7

3.2.3Formalschemata7

4.Applicationofschematheoryinteachingreading.7

4.1Theapplicationoflinguisticschematainteachingvocabularyinreading8

4.2Theapplicationofcontentschematainteachingreading10

4.3.Theapplicationofformalschematainteachingreading12

5.Conclusion14

References16

TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools

1.Introduction

AccordingtotheEnglishCurriculumforChineseseniorhighschools,studentsshouldbeabletounderstandsimpleworksofEnglishliteratureeffectivelyandreadmorethan300,000words.InEnglishstudy,ReadingplaysadominantroleamongthefourskillsintheforeignlanguageAcquisition.Itisthefoundationtoimprovestudents’listening,speaking,andwritingandtranslationabilities.StudentsmaysometimeshavedifficultywithEnglishreadingcomprehension,whichistheresultofthetraditionalteachingmethodsofreading.Traditionalstepsoftheseteachingmethodsareasfollows:

（1）Studentsshouldreadthetextinadvanceandlookupthenewwordsinthedictionary;

（2）Theteachermayexplainthemeaningofthetext,analyzethegrammarstructureandthenexpoundthedifficultlanguagepoints;（3）Theteacherswillaskstudentstodothepost-readingexercisesandthenexplainthem.Obviously,thisteachingpatternfocusesonthedevelopmentoflanguagelearningandtheunderstandingofthesentencesmeaningonly,claimingthatthemeaningofatextisnotrelatedtotheauthorandreadersbutthecontents.Thenreadingisconsideredasapassiveunderstandingprocess.

1.1Literaturereview

Theoristshavedifferentopinionsonreading.Thetraditionalopinionsregardedreadingasapassive（bottom-up）decodingprocess.Itisthoughtthat“meaningisembodiedinthetextandthereadercanextractthemeaningfromtheprintifheunderstandsitletterbyletterandwordbyword.”（Goodman,1988,p.44）Readingisviewed“primarilyasadecodingprocessofreconstructingtheauthor’sintendedmeaningviarecognizingprintedlettersandwords,andbuildingupameaningforatextfromthesmallesttextualunitsatthe“bottom”（lettersandwords）tolargerandlargerunitsatthe“top’’（phrases,clauses,intersententiallinkages）.”（Goodman,1988,p.47）ProblemsinSL/FLreadingareviewedasbeingessentiallydecodingproblems,derivingmeaningfromprint.Thisistheso-calledbottom-up,ortext-basedview.Thisbottom-upmannerofreadingoftenresultsinword-to-wordreadingandcausesmiscomprehension.

AdifferentviewfromBottom-upmodelbelievesthat“one’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.”（Rumelhart,1988,p.47）Itbelievedthat“inteachingreading,theteachershouldteachthebackgroundknowledgefirstsothatstudentsequippedwithsuchknowledgewillbeabouttoguessmeaningfromtheprintedpage.”（Rumelhart,1988,p.47）Inthisview,fluentreadingsdonotpayattentiontowordsbutusetheirpastexperiencestopredictmeaningastheyread.Obviously,thistop-downmodelofteneasilyleadsto“wildguessing”andmisunderstanding.

Therefore,itisworthwhiletoaskthequestion:

Whatistheprocessofreadinginnature?

Basedonappliedlinguisticsandpsycholinguistics,theauthorofthethesisholdsreadingisanactiveprocess,ortobemoreexact,aninteractiveprocess.Thismorebalancedviewofreadingpositsaconstantinteractionbetweenbottom-upandtop-downprocesses,“eachsourceofinformationcontributingtoacomprehensive

However,thesestudieshaveignoredthekeyquestionofteachingreading,whichistohelpstudentsgraspthemeaningofapassage.Themeaningofapassagecanbedividedassurfacemeaninganddeepmeaning（Gail，1994，p56）.Surfacemeaningcanbedescribedasliteralmeaningofwords,mainideasand.detailsofapassage,maineventsandcharacters,time,place,orderandsoon.Itmainlydependsontheleveloflanguageknowledgeandlanguageskills（Gail，1994，p56）..Therefore,

3.Schematheory

3.1Thedefinitionof“schema”

Schemanowreferstolearners’acquiredknowledgeabouttheworld,storedinthebrainintheformofconceptandactivatedbyincentives.Taking“schema”ascognitiveconstructionmaterialwasthebasicruleforallinformationprocessing.“Schemata”representednotonlyknowledgeitself,butalsouseofknowledge,i.e.,thecognitivestructuresuchasaseriesofcognitivescaffoldingandstrategies.（Rumelhart,1985,p.728）

3.2Thetypesofschemata

3.2.1Linguisticschemata

Linguisticschemataareaboutreaders’existinglanguageproficiencyinvocabulary,grammarandidioms.Theylaythefoundationofotherschemata．Itisknownthatlinguisticknowledgeplaysansignificantroleintextcomprehension.Withoutlinguisticschemata,itisimpossibleforthereadertodecodeandcomprehendatext．Weassumethatalargevocabularyisthemainobstacleinlearningtoreadandbelievethat“thelackofsuchvocabularymaybethegreatestsingleimpedimentoffluentreading.”（Grabe,1988,p.63）Thus，tosomedegree,themorelinguisticschemataareaderhasinhismind，thefasterthereaderacquiresinformationandthebetterthereadermayunderstand.

3.2.2Contentschemata

Contentschematarefertothebackgroundknowledgeofthecontentareaofatext，orthetopicatexttalksabout．Theycovertopicfamiliarity,culturalknowledgeandpreviousexperiencewithafield．（Holub,1984,p.67）Contentschematadealwiththeknowledgerelativetothecontentdomainofthetext，whichisthekeytotheunderstandingoftexts.Ingeneral,thefamiliarityofthetopichasadirectinfluenceonreaderscomprehension．Themorethereaderknowsaboutthetopic，themoreeasilyandquicklyhegetstheinformationofthetext.

3.2.3Formalschemata

Formalschematarefertotheorganizationalformsandrhetoricalstructuresofwrittentexts．Theyincludeknowledgeofdifferenttexttypesandgenres，andalsoincludetheknowledgethatdifferenttypesoftextsemploydifferenttextorganizations,languagestructures,vocabulary,grammarandlevelofformality.Formalschemataaredescribedasabstract，encoded，internalized，coherentpatternsofmeta—linguistic，discourseandtextualorganizationthatguideexpectationinourattemptstounderstandameaningpieceoflanguage.（Holub,1984,p.68）Readersusetheirschematicrepresentationsofthetextsuchasfictions，poems，essays，newspaperarticles，academicarticlesinmagazinesandjournalstofacilitatecomprehensionoftheinformationinthetext.

4.Applicationofschematheoryinteachingreading.

4.1Theapplicationoflinguisticschematainteachingvocabularyinreading

Asweknow,thatvocabularyisthefoundationofexpressingandbuildingupallkindsofschemata.However,theEnglishvocabularyissolargethatitisimpossibleandunnecessaryforstudentstomasterallofit.Therefore,whendealingwithunknownwordsteachersshouldhelpstudentsactivatetheirlinguisticschematasothattheycanguessthemeaningsofnewwordsduringreadingcomprehension.Somesuggestionsareasfollows:

Usingcontexttoguesswords

Themostcommonskillusedtoacquirevocabularysuggestedisguessingwordsincontext.Bythismethod,theteachercanaskstudentstodothefollowingstepstohelpstimulatetheirlinguisticschemata.

Guidestudentstoguessitspartsofspeech,forexample,whetheritisanoun,averb,anadjective,oranadverbaccordingtothesentenceinwhichthewordispresented.Forexample:

Ontheeasternandwesternboundaries,thecountrybordersthetwogreatoceans—theAtlanticandthePacific.（M9U1inadvancewithEnglis