A Study On English Reading Pedagogy In Junior High Schools Based On Schema Theory And Discourse Analysis

English reading is one of the main contents of junior high school English teaching.However most teachers still use the traditional grammar translation method to explain new words,phrases and sentence patterns.They neglect the textual meaning of the discourse causing students "only to see trees but no forest",it is difficult to achieve the expected effect.So it is particularly important to find a more effective teaching method.The research results at home and abroad show that the introduction of schema theory and discourse analysis has opened up new ideas for junior English reading teaching.In the practice of teaching,we can combine schema theory with discourse analysis according to the characteristics of reading discourse,it can not only cultivate students’ ability to consciously use the existent schema knowledge and constantly create new schema knowledge from the macro aspect,but also guide students to master methods and techniques of discourse analysis from the micro aspect.Finally,students can understand the communicative purpose and language strategies of various discourses.Thereby improving students’ ability to comprehensively analyze discourse.The objects of this study are students from two classes and three English teachers of grade 2 in Experimental Junior High School of Yuncheng,Shanxi.Meanwhile,it takes a reading text as an example to illustrate the teaching design of this teaching method.This research adopts a quantitative and qualitative mixed design to explore the effectiveness of the combination in the theory and specific teaching practice.The research questions are as follows:(1)What are the main problems of junior high school students in English reading learning?(2)What do junior high school English teachers think about the current English reading teaching methods?(3)Can the reading teaching method based on schema theory and discourse analysis stimulate students’ reading interest and improve their reading performance and teachers’ teaching effect?(4)What are the specific implementation strategies of reading teaching methods based on schema theory and discourse analysis in junior middle school English reading teaching practice?The results of the research show that:(1)The following problems generally exist in English reading among junior high school students: they think reading is difficult,and they lack of reading motivation,interest and corresponding reading strategies.(2)The results of interviews with junior high school English teachers show that teachers of different ages have different teaching methods,but few teachers can focus on the cultivation of students’ reading ability and interest in reading teaching.After a semester-based English reading teaching experiment based on schema theory and discourse analysis,through the comparison of the before and after tests and the analysis of the interview results,the author found that:(1)The English reading scores of the experimental class students improved significantly,while those of the control class students changed little;(2)Reading teaching methods based on schema theory and discourse analysis can effectively improve the junior high school students’ interest in English reading and teachers’ reading teaching effects;(3)Students in experimental class can actively use schema knowledge to predicted in reading and use a variety of discourse analysis strategies to assist English reading and improve reading efficiency.In the end,this research puts forward the following suggestions:(1)Teachers should provide students with more background schema knowledge when preparing for teaching activities;(2)teachers should constantly update their teaching concepts,pay attention to guide students to master a variety of discourse analysis strategies in reading;(3)Teachers should pay attention to students’ reading experience in time,mobilize students’ reading enthusiasm and help students develop good reading habits.