Activation Of Schema In Teaching Of Reading In Senior High School

In brief, schema is made up of past experience or background knowledge. In the late 1960's, D.E. Rumelhart did a lot of research, and developed the conception of schema into a comprehensive theory. The interaction of background knowledge in listening or reading comprehension is called schema theory. The schema theory considers that any language material, whether oral or written, has no meaning itself. It only guides the listeners or the readers to form meaning according to their original knowledge. Schema is the unit of knowledge which exists in the people's brain. Public attention has been caused by Schema Theory Model (STM) in EFL teaching reading. Combining schemata with the teaching practice, in the thesis the author summarized types of schemata, interactive model, Schema Theory Model and the functions and elicitation of them to teaching reading to get the aims of developing my teaching reading abilities and students'reading abilities.The author of this thesis carried out a study on Schema Theory Model (STM) in two classes of Grade 1 in a senior middle school. In teaching reading comprehension we should make the most use of the Schema Theory Model (STM) in high school and train the students'ability in order to activate the related background knowledge when they are reading and at the same time, we should still pay attention to the acquisition of the national cultural background knowledge of target- language countries, increase the students'reading comprehension ability and in the end realize cross-cultural communication. And also, in the form of questionnaires and testing before the research on percentage in activating schemata in reading comprehension, the author tries to prove the following hypotheses:Special training in activating Schema Theory Model (STM) in reading can be beneficial to the developing of students'reading abilities;With special training in activating Schema Theory Model (STM) in reading, the students in experimental class (ECs) use more reading strategies than control class (CCs) in reading.There are 5 parts in this thesis. Part 1 starts with a brief introduction to the aims and significance of the study; Part 2 presents Schema Theory Model (STM) and relevant survey in this region at home and abroad; Part 3 advances the hypotheses, subjects and instruments as well as the procedure and result of the study. This part also concerns itself with data analysis and discussion, which falls into 2 steps:The descriptive analysis is made to compare the scores of EC and CC and the analysis through Rating Scale (a technique for measuring language proficiency) is used to identify whether the Schema Theory Model (STM) exerts a certain influence upon the achievements of post test on percentage in activating schemata in reading comprehension.Through the form of questionnaires, the results of application of Schema Theory Model (STM) in EC and CC are compared and analyzed to draw a conclusion.Based on the results of date analysis, in Part 4 we can conclude the following:Special training in activating Schema Theory Model (STM) in reading can be beneficial to the developing of students'reading abilities;With special training in activating Schema Theory Model (STM) in reading, the students in experimental class (ECs) use more reading strategies than control class (CCs) in reading.In Part 5 we get the final conclusion: The teaching Model of the activating of schemata can help students develop the abilities of reading comprehension and the efficiency of teaching in reading lessons. They can also arouse the students'curiosity in reading and promote the cultural background knowledge and then develop students'qualities in English language. It is believed that applying it in teaching reading can develop quality of EFL teaching in senior school.