英语专业论文Schema Theory and Senior English Reading Teaching.docx

英语专业论文Schema Theory and Senior English Reading Teaching.docx

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英语专业论文SchemaTheoryandSeniorEnglishReadingTeaching

SchemaTheoryandSeniorEnglishReadingTeaching

1.Introduction2

2.ThepresentsituationofteachingEnglishreading3

2.1Therelationshipbetweenreadingandlinguisticcompetence3

2.2Problemsinteachingofreadingandthereason4

2.3Thedisadvantagesoftraditionalteachingmodel5

2.3.1Dullandboring.5

2.3.2Lowcomprehensionlevel5

2.4Theimportanceofsuitablereadingtheory5

3.Cognitionofreadingcomprehensionprocess6

3.1Bottom-upModel6

3.2Top-downModel7

3.3InteractiveModel8

4.SchemaTheory9

4.1SchemaandSchemaTheory9

4.2ClassificationsofSchemata12

4.3SchemaTheoryandReadingComprehension12

4.4TheimplicationfromSchemaTheorytotheactualreadingteaching13

4.4.1Pre-readingactivityisneededtosomeextent.13

4.4.2Studentsshouldlearnandknowmoreabouttheculturesofthetarget-language14

4.4.3Threekindsofschemasshouldbebalancedinteachingreading.14

4.4.4Thegoalsofreadinginstructionshouldbemoreclear15

5.Practicaluseinreadingteaching16

5.1Materialselection17

5.2Schemaactivation18

5.2.1Brainstorming18

5.2.2Classdiscussions19

5.2.3Askingquestions20

5.2.4Usingmultimedia20

5.2.5Previewing21

5.2.6Semanticmapping21

5.3Schemaconstruction22

5.3.1Buildonstudents’existingschemata22

5.3.2Increasebackgroundknowledge22

5.3.3Increasereal-lifeexperiences23

5.3.4Increaseexperiencesbyextensivereading23

6.Conclusion23

References24

Net.1.王丽,HowtoDevelopSeniorHighStudents’English-Reading.2003-11-21.25

1.Introduction

InEnglishstudy,readingplaysanimportantrole.Itisthefoundationtoimprovestudents’listening,speaking,writingandtranslationabilities.SoinvariousgradesofEnglishtests,especiallyinentranceexaminationforcollegeinrecentyears,readingstandsatthetopposition.Intermsofteaching,readingisoneoftheimportantlinksinteachingofaforeignlanguage.Itgiveslearnersimportantandsufficientmaterialsforlanguageinput.Atthesametime,theEnglishCurriculumforChineseseniorhighschoolformulates“trainingstudents’readingability”clearly.Ithasbeguntolayemphasisonreadingcomprehension.

However,nowadays,inthereadingclass,mostteachersareusedtoemployingtraditionalteachingmodelwhichisbasedonthereadingprocessof“Bottom-up”Model.Thismodelstressesmoreonlinguisticanalysisthantrainingstudents’readingability.Thoseteachersteachreadingbymakingstudentstorecognizethebasiclanguagesymbols,namelyfromletterstoword,phrase,thenfromphrasetosentence,paragraph,finallyfromparagraphtopassage.Infact,thispedagogybadlylimitsstudents’readingabilities.Asaresult,students’readingcompetenceisstillweakandtheirgradesatthepartofreadingtestareoftenlowerthanotherparts.

Duetotheimportantceofreadingandthepresentpoorsituationofreadingteachingmentionedabove,teachersshouldreflectontheirtraditionalteachingmethodsofEnglishreadinginordertoimprovestudents’readingcomprehension.Thatisalsowhythispaperreviewsarticlesontheresearchoftheoreticalandpedagogicalissuesinreading--hopingtogetsomeinspirationandintegrateiteffectivelyintotheEnglishreadingteaching.

Theimportanceofreadinghasalsoinitiatedmuchresearchinsecondlanguageacquisition.Andthereadingprocesshasbeenoneofthekeyaspectsofreadingresearch.Withtheinfluenceofpsycholinguistics,theresearchofthereadingprocesshasbeendevelopedrapidly.Thewell-knowntheoriesinclude:

thebottom-upmodel,thetop-downmodel,andtheinteractivemodel.Developingwiththeanalysisofreadingprocess,readinghasfamouslybeendescribedasa"psycholinguisticguessinggame"（楼青,2005）inwhichefficientreadersminimizedependenceonvisualdetailbyutilizingbackgroundknowledgetomakepredictionsandchecktheseagainstthetext.ThisistheviewpointofSchemaTheory.

SchemaTheorydescribestheprocessbywhichreaderscombinetheirownbackgroundknowledgewiththeinformationinatexttocomprehendthattext.Allreaderscarrydifferentschemata（backgroundinformation）andthesearealsooftenculture-specific.ThisisanimportantconceptinESL（Englishasasecondlanguage）teaching,andprereadingtasksareoftendesignedtobuildoractivatethelearner'sschemata.ThispapersummarisessomeoftheresearchonschematheoryandexploresitsapplicationstoESLreading,inthehopeofprovidingsomehintstotheimprovementofteachingandlearning.

2.ThepresentsituationofteachingEnglishreading

2.1Therelationshipbetweenreadingandlinguisticcompetence

InClarke’sopinion,readingcanbedividedintoscanning,skimming,comprehensivereadingandevaluatedreading.Linguisticcompetencereferstounderstandingandmasteringofvocabulary,structureandthetext.Wemaygaininformationandimprovelinguisticcompetenceaswellbyeffectivereading.Onthecontrary,improvedlinguisticcompetencewillbethereasonforimprovingreadingefficiency.Thesetwoareinteractedandinter-promoted.Therefore,inteachingofEnglishreading,wecannotlayparticularstressononlyoneofthem.

2.2Problemsinteachingofreadingandthereason

However,atpresentthereisageneraltendencyinteachingofEnglishreading,whichislayingmorestressongrammarandsyntaxanalysisthanontheconnotationofthereadingpassagesandthetrainingofthereadingskillandability.ThisistheprevalentproblemexistinginthepresentteachingofEnglishreading.Becauseofthisinvariousexamsstudentsdobetterinthequestions,whichdirectlycomefromtheliteralmeaningofthematerialthantheinferentialones.Itreflectstheirpoorreadingcomprehensivecompetence.

Itisrelatedtoourtraditionalreadingconceptthatisdescribedasthe“Bottom-up”Model,bywhichreadingislimitedinthelinguisticarea.Andreadingisthoughttobeaprocessthatreadersunderstandtheliteralmeaningofthetextthroughreceivinginformationofwordmarks,usingknowledgeoflexicologyandgrammar.Undertheguidanceoftraditionalreadingtheory,inteachingofEnglishreadingnaturallyformstheteachingmodel,whichneglectsthefeelingofindividualanddoesnotservethefaithtothetextasthetallestoronlygoal.Soteachersusuallyasklearnerstopreparelessonsbeforeclassthroughlookingupnewwords,pronunciation,translation,synonymandsoon.

2.3Thedisadvantagesoftraditionalteachingmodel

Certainly,thiskindofteachingmodelcausestheseevilsbelow:

2.3.1Dullandboring.

Readers’motion,interestsandfeelingshavebeenremovedaway.Readingbecomesmechanicalandrigidprocess.Andforthestudentsitisthetaskandburdenwhicharegivenbyforce.Thusiteasilyleadstodisobedience.

2.3.2Lowcomprehensionlevel

Itcauseslowcomprehensionlevel.Manyworksespeciallytheexcellences,whichhaveabundantandimportantintentionbesidestheinformationwhichdeliversbylettersandwords.Ifwejustpayattentiontothecomprehensionofliteralmeaningandgetridoftheothers,theimplicationmeaningofthewordsandauthor’sopinioncannotberealunderstood.Forshort,themechanismandlimitationofthetraditionalreadingtheoryhaveabadeffectonreadingcompetence.

2.4Theimportanceofsuitablereadingtheory

Infactwhilereading,readershaveanactiveandcreativecompetenceofthought.Foroneside,theycanpolishthedeliveredmaterialsbysyntheticallyuseofvariedknowledge,andunderstandwhatinformationthewordsexpress.Foranother,readersmayarousetheirinterests,feelings,desires,moralsandvaluestodeduce,appraiseandappreciatethesignificancethatthematerialconveys.Andfinallytheywillproducetheirownpointofviewandconclusion.However,withthedevelopmentofpsychologyandlinguistics,theresearchonreadingcomprehensionbecomesfurtherandfurther.Choosingasuitableonetoimprovestudents’comprehensivecompetencebecomesoneofthegreatimportantcontentstoimproveEnglishreadingteachingquality.Thus,thecognitionofreadingcomprehensionprocessshouldcomefirst.

3.Cognitionofreadingcomprehensionprocess

Researchesonreadinginasecondlanguage,mainlyinEnglishasaforeignlanguage,andeffortstoimprovereadinginstructionhaveremarkablygrowninthelastfourdecades,especiallyintherecent20years.Aftercollectingandobservingtheproblemsarisingintheprocessofreadingandunderstanding,expertsandscholarsbothathomeandabroadhasmadeplentyofstudyanddemonstration.Thefollowingthreearethemostfrequentlyreferredtoinreadingprocessing,thatis,Bottom-upModel,Top-downModelandInteractiveModel.

3.1Bottom-upModel

Readingistraditionallyviewedasapassiveorreceptiveprocessinwhichthereaderattemptstodecodetheintendedmeaningoftheauthorbyrecognizingthelettersandwordsasmeaningfulunits.Thisisso-called“Bottom-upModel”.

Bottom-upModelisalsocalledtext-basedmodel.ItwasmentionedbyP.B.Goughin1972,whowasanAmericanpsychologist.Forthismethod,readingwasregardedasaprocessthathumanfeltandidentifiedtheletters,wordsandsomelargerunits,andassociatedtheinformationcontinuously.Readershadtofollowthefixedorder,beginwiththeidentityofwordsandphrases,andthentransittounderstandingofparagraphsandthewholepassagestepbystep.However,thetheoryputsunduestressoninformationwhichisimportedbythesenseofsight,andneglectstheeffectofcontext.

Carrolldefinesthebottom-upapproachas“proceedsfromthelowestlevel（thephonologicallev