Schematic Theory And The Instruction Of English Reading Comprehension Of Senior Middle School In China

The instruction of reading comprehension in the EFL class in China is supposed to be one of the most important courses for English learners, which serves in a unique way in any middle school. Through questionnaire, I realize that teachers and students would prefer to use some background knowledge to develop a new schema before learning a text. In the past two decades, researchers and teachers have been appealing the schema theory in English instruction. Lack of background knowledge is frequently the major cause of many Chinese EFL students' poor reading comprehension. My primary purpose in this article is to conceptualize a framework for using the schematic theory to improve students' reading comprehension. In a series of training, I focused on helping students to increase or activate students' prior knowledge in the instruction of SEFC. Students who benefited from this approach have proved to be able to read more effectively in the examinations.