Schema Theory In Application To Teaching English Reading

Reading is a major way to learn English and reading ability is a basic and significant ability. However, senior high school students often meet with difficulty in comprehending some reading materials because of lack of related background knowledge. "Schema" which was first put forward by Kant refer to the prior knowledge gained through experiences in one's life time stored in his/her mind. According to schema theory, a reader's reading ability is determined by three schemata, namely, linguistic schemata, formal schemata and content schemata.This thesis studies the effects of schema theory on reading comprehension for senior high school students and find out whether schema theory and its instruction can be applied effectively at Chinese senior high school English level. Therefore, the author carried out an experimental study in a senior high school. Before the research, a questionnaire was made to investigate the current condition of middle school students' prior knowledge needed for comprehension of reading materials, followed by tentative analysis. Therefore, an experiment was carried out from April to June in 2007. Two classes each of which consists of 50 students were chosen respectively as control class and experimental class for their nearly the same level of English proficiency. Schema-oriented instruction model was adopted in the experimental class, while traditional teaching method was utilized in the control class as usual. Data collection involved both classes such as pre-test and post-test. Data analysis focused on (1) students' performances before and after the experiment; (2) differences in achievements in pre-test and post-test. With SPSS 12.0, independent sample t-test and Z-test were used for data analysis, demonstrating that in this teaching framework, students in the experimental class improved their English reading ability more rapidly than the control class. Their reading strategies and awareness of schema building and activation also developed very quickly.For learners, Schema acquisition is necessary and schema must also be activated. However, activation alone is not enough for adequate comprehension of the relevant schema; Schema instantiation is also needed. Reading is a constant process of instantiating the schema which is appropriately projected. Based on the theory, the practical procedures of schema-oriented teaching model are suggested.