A Study Of English Reading Teaching Based On The Schema Theory In The Junior High School

Reading,as one of the most major ways to obtain information and the most difficult parts of English learning,has become the most effective way of language input.However,English reading is a great challenge for students in the junior high school to learn English.Therefore,how to train students’ reading strategies and improve their English reading academic score have become the core purpose of reading teaching.In order to effectively develop students reading strategies and improve their academic score,the author intends to adopt the schema theory to English reading teaching.Schema theory not only stresses the role of background knowledge,but also focuses on the combination of linguistic schema,content schema and formal schema in the process of reading teaching.There are three reading activities,that is,pre-reading activity(activating schema),while-reading activity(building up schema)and postreading activity(consolidating schema).Under the guidance of schema theory,Krashen’s input Hypothesis and Swain’s output Hypothesis,the author mainly addresses the following three research questions:1.What is the current situation of English reading teaching in Sixty-four Regiment Junior High School of Kekedala City?2.What reading strategies have students acquired in English reading teaching based on the schema theory?3.What is the effect of English reading teaching based on the schema theory have on students’ academic score?The 106 nine-grade students,from Sixty-four Regiment Junior High School of Kekedala City,are selected as research subjects.Class One is chosen as a control class(CC),class Two is chosen as an experiment class(EC).The schema theory is adopted to the experiment class(EC),while the control class(CC)adopted the grammar-translation method.At the beginning of the teaching experiment,the pre-test and pre-questionnaire are conducted in EC and CC so as to solve the first research question.At the end of the teaching experiment,the post-test is held in EC and CC,while the post-questionnaire and the interview are only conducted in EC so as to solve the second and the third research questions.After the four-month teaching experiment,students have activated their schema knowledge to predict the reading content by pictures or title;Concurrently,students can brainstorm words related to the topic.The schema knowledge can get students to think freely and put down all possible words that come to their mind.By comparing the academic score of pre-test and post-test in EC,the author draws a conclusion that the English reading academic score of students in EC has been improved greatly,while English reading academic score of students in CC has been improved a little.Therefore,the author came to a conclusion that schema theory trains students’ reading strategies and improve their reading academic score.