| In recent years, with the popularization of higher education and the enrollment expansion of universities, the population of art college students has been increasing rapidly. However, English teaching of art college students has not attracted much attention and few researches have been done. Therefore, much more studies are needed to improve their English proficiency, especially reading ability. On the basis of years of English teaching in Art Department, I make a study on the application of schema theory to teaching art college students’ English reading. The study puts emphasis on the significance of schema in reading comprehension. Through the experimental verification, the thesis has confirmed the fact that the application of schema theory in teaching art college students’English reading is feasible and efficient.To start with, thesis states the background information of research, explains research objective and significance and then shows the outline of thesis. Chapter two is literature review, which gives an illustration of the definition of schema, shows the related research reviews at home and abroad, and then expounds its function in reading comprehension.After discussion on schema theory in a theoretical way, the thesis comes to experiment. Through the experiment, it is to testify the validity of schema-oriented teaching strategy in teaching art college students’ English reading. The experiment was conducted in Cunjin College of Guangdong Ocean University from the September of2012to the June of2013.90subjects were selected from Art Department and divided into Experiment Class (EC) and Control Class (CC). The experiment involves an investigation, a questionnaire, an interview, a classroom observation and a final examination. First of all, an investigation of academic score was conducted and the result shows that students in EC and CC have the same English proficiency. During the experiment period, schema-oriented teaching strategy was adopted in EC, with the teaching design of activating prior schemata, constructing new schemata and consolidate known schemata; while traditional teaching method, grammar translation method, was utilized in CC. The same teaching material, the same teaching condition, and the same English proficiency, but distinct teaching approaches, thus comes to different teaching effect. The experimental data was collected and analyzed by T-test of SPSS16.0. The result shows that students in EC make greater achievement than those in CC.Schema-oriented teaching strategy improves the learning and teaching effect of art college students in English reading teaching, by attracting students’ attention and participation in classroom learning. According to the data collection and analysis, the experiment comes to the conclusion that students in EC not only improve their English reading ability and reading skill, but also develop their interest in English learning. Therefore, while teaching English reading, teachers should design a variety of teaching activities to activate, construct and consolidate the schemata in students’ mind. In the light of the study, the thesis proposes some teaching suggestions and hopes that it makes significance in English reading teaching.In the end, the thesis summarizes the findings of study, points out the limitation of the present study and gives some suggestions for further study. |
