An Experimental Study On Schema-Theory Based Teaching Of English Reading In The Senior High School

English reading is the main way for high school students to acquire knowledge,accumulate vocabulary and familiarize themselves with English sentence patterns.However,the normal reading teaching method emphasizes that the focus of reading is to impart words,sentences and grammar,and neglects the background knowledge related to reading materials in the students' mind.Schema theory is one of the important theories of English reading,which has universal guiding effect on reading teaching,and is quickly used in reading teaching since it was put forward.However,the research on the application of this theory in high school English reading teaching in remote areas of Xinjiang is still very limited.In order to effectively improve the English reading comprehension achievements of high school students' and change their behavior in English class,this study attempts to focuses on the differences of students,and applies schema theory to the teaching of high school English reading thinking of the problems and characteristics of students in this school.There are two research questions are put forward in the study:(1)Can schema theory-based teaching of English reading improve students' reading comprehension achievements?(2)How does schema theory-based teaching of English reading affect students' behaviour in English class? In this study,there are two classes in grade two of No.10 senior high school in Yining are selected as the experimental subjects,and one class is chosen as the control class and the other as the experimental class.There are three steps in the research: first of all,the pre-questionnaire and the pre-test papers were carried out to understand the subject's current situation of behavior in English class and their reading comprehension achievements before the experiment.Second,during the teaching experiment,schema theory is applied in the experimental class while the normal teaching of English reading method is still the same in the control class.Finally,post-questionnaire and post-test were conducted in the experimental class and the control class to compare the changes of students' behaviour in English class and reading comprehension achievements after applying schema theory.The study draws the following conclusions: teaching of English reading under the guidance of schema theory can improve students' English reading comprehension achievements.In addition,schema-theory based teaching of English reading also has positive and remarkable effects on improving students' behavior in English class.