Abstract  In English teaching, reading teaching is an indispensable part。 It is also a main approach to obtaining information。 Nowadays, reading comprehension accounts for a large proportion of the tests in middle school。 Though teachers continuously introduce all kinds of reading strategies in order to facilitate students’ reading comprehension ability, reading is still the bottleneck of students’ English learning。 In recent years, linguists and cognitive psychologists have put forward the schema theory and analyzed the promoting effects of schema on reading。 This thesis first examines the relationship between schema theory and reading, and the previous researches on schema theory。 Next, the definition, types and functions of schema theory are presented。 Then, the thesis elaborates the application of schema theory in schema-oriented English reading class and puts forward some implications on English reading teaching in middle schools。73195

Keywords: schema theory; reading comprehension; English reading teaching   

摘要在英语教学中，阅读教学是一个必不可少的环节，也是学习者获取信息的主要途径。目前阅读理解在中学考试中所占的比重越来越大。尽管一些老师课堂上反复介绍各种阅读技能来指导他们提高阅读能力，但长期以来，它仍然是学生英语学习的瓶颈。近年来语言学家和认知心理学家提出图式理论并分析了图式对阅读的促进作用。本文首先综述了图式理论与英语阅读教学的关系及其研究的现状。其次，阐明了图式理论的定义、种类和功能。接着，论述了在以图式为导向的英语阅读课堂中图式理论的具体应用，同时对中学英语阅读教学提出了一些启示。

毕业论文关键词：图示理论；阅读理解；英语阅读教学

Contents

1。 Introduction 1

2。 Literature Review 2

2。1 Relationship between schema theory and reading 2

2。2 Previous researches on schema theory in reading teaching abroad and at home 3

3。 Schema Theory 5

3。1 The definition of schema theory 5

3。2 Types of schema theory 6

3。3 The functions of schema theory 7

4。 Applications of Schema Theory in English Reading Teaching 8

4。1 Teaching method in schema-oriented English reading class 9

4。2 Application of the teaching method 9

5。 Implications of Schema Theory in Reading Teaching 12

6。 Conclusion 12

Works Cited 14

1。 Introduction 

Reading is one of the principal ways of getting foreign language input, and plays a more important role in foreign language learning。 As Carrell (1987) pointed out, “for many students reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language。” 

During the past decades, the scholars at home and aboard had been doing fruitful researches on reading theory。 It has proved that the application of the schema theory is quite successful in improving learners’ reading comprehension。 Schema theory was proposed by Bartlett in 1932, which focused on the importance of background knowledge and schemata for text comprehension。 According to schema theory, the students’ various degrees of non-comprehension in reading are due to either their not effectively using their existing possessed schema or due to the fact that they do not possess and build the appropriate schema in their minds。