TheApplicationofSchemaTheorytoEnglishReadingTeachinginSeniorHighSchool

毕业论文comprehension is more outstanding.Therefore,how to improve students'readingcomprehension ability effectively becomes the focus in English reading teaching inHigh School.However,a great deal has been done in this aspect,yet we are awarethat many students,after learning English for years,often end in failure about theircomprehension when asked to read a passage(Tang Ailian,2001:4).Because thetraditional reading teaching stressed students'linguistic knowledge excessively,neglecting background knowledge and the structure of the text.Traditional view ofEnglish reading teaching regards reading comprehension as a Bottom-up process.English teaching focus on interpreting words,sentences and grammar.Thus,the textis divided into parts to read rather than to read as a whole,which has little effect onimproving readers'reading ability.Between our students'actual reading ability andthe requirement of the High School English Syllabus,there is a wide gap.Therefore,it is high time that we reevaluated our reading teaching.The author applies theschema theory to guide English reading teaching.Since this theory holds that thereading process is not only a process of polishing language and concepts,but alsomaking use of the original background knowledge.Thus,in reading classes teachersshould help students activate the schemata stored in their minds to improve students'reading ability.2