TheApplicationofSchemaTheoryinSeniorHighSchoolEnglishReadingTeaching

毕业论文（设计）the point that lacking of language knowledge,background knowledge and passagestructure knowledge tends to prevent English learners from reading effectively.During the past few decades,the schema theory has been introduced to Englishreading classes,which makes the research of schema theory in the teaching of Englishreading a hot topic.Currently,the concept "schema"is no longer strange to theinstructors and researchers in the field of reading.Schema is a term first used in thefield of cognitive psychology by F.C.Bartlett (Remembering:A Study inExperimental and Social Psychology.CUP.1932).Though still debatable,schema isgenerally being referred as a mental structure.It is abstract because it does not relateto any particular experience,although it derives from all the particular experience wehave had.It is a structure because it is organized;it includes the relationships betweenits components (Christine Nuttall,2002).Can schema theory be one of the most influential ways to improve students'reading ability?And how is schema theory applied in the teaching of reading?In thisthesis,we will discuss schema theory and its application in the English readingteaching to get the best answer.But the decomposition of the reading process shouldbe done first for the purpose of the present study on the application of schema theroyin reading.Only after we unpack the reading process and have a good understandingof the component processing of reading can we investigate and speculate the use ofschema theory in reading comprehension.Fundamentally,psychologists havedistinguished three kinds of processing:the top-down processing,the bottom-upprocessing and the interactive processing.Here in part two,we will have a further2