Application of Schema Theory in High School English Reading Comprehension

Aijing Zhang

doi:doi:10.11648/j.cls.20180402.12

| Peer-Reviewed

Application of Schema Theory in High School English Reading Comprehension

Aijing Zhang

Published in Communication and Linguistics Studies (Volume 4, Issue 2)

Received: 8 May 2018 Accepted: 30 May 2018 Published: 14 June 2018

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Reading comprehension accounts for a lot in English tests. As a key and difficult point in English teaching at high school, the traditional way which focuses on the infusion of vocabulary and grammar may lead to decline of students’ interest in English learning. It is important to find a suitable teaching method for high school students as soon as possible. The schema, which is also known as the background knowledge of students, plays a very essential role in their comprehension of reading materials. Therefore, this paper will concentrate on the exploration of schema theory to find out an English reading teaching method for high school English teachers, which can not only fundamentally improve the students’ English grades, but also effectively transmit useful reading strategies to them and help them form a complete and comprehensive framework of knowledge. Rumelhart proposes that schema is consisted of several variables that represent elements of concepts, and it is a kind of knowledge framework and categorizing system. Based on this definition, this paper attempts to explain the relationship between the schema and the students' reading comprehension process, summarize the concrete role and important influence of the content schema, formal schema and language schema in English reading teaching, and verify the feasibility of the application of schema theory. And a detailed teaching method, which includes the English teaching process before, in and after class will be proposed.

Published in	Communication and Linguistics Studies (Volume 4, Issue 2)
DOI	10.11648/j.cls.20180402.12
Page(s)	32-36
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Schema Theory, Reading Comprehension in High School, Teaching Method

References

[1]	Michel, De Certeau. Reading as Poaching [M]. Trans. Steven F. Rendall, 1984.
[2]	Zhang Biyin. Reading Psychology [M]. Peking University Press, 1992.
[3]	Lei Xiaodong. Conceptual Fluency and Schema Theory [J]. Journal of Shanxi Normal University (Social Science Edition), 2010.
[4]	Bartlett, Frederic. Remembering: A Study in Experimental and Social Psychology [M]. Cambridge University Press, 1932.
[5]	Rumelhart, David Everett. & McClelland, James. Parallel Distributed Processing: Explorations in the Microstructure of Cognition [M]. La Jolia, 1986.
[6]	Kang Lixin. A Review of Domestic Schema Theory. [J]. Henan Social Sciences, 2011.
[7]	Goodman, K. S. Reading: A Psycholinguistic Guessing Game [J]. Foreign Language Teaching Abroad, 1983.
[8]	Zhang Fake; Wang, Shunling. The Application of the Schema Theory to the teaching of EFL Reading——Teaching of the Integrated Course as a Case [J]. Foreign Language World, 2010.
[9]	Lu Zhongyi and Wang Zhe. An Experimental Study of the Influence of the Schema Training of English Argumentation on Reading Comprehension [J]. Foreign Language Teaching and Research, 2003.
[10]	Ma Junbo. The Comprehensive Application of Case Teaching and Schema Theory in ESP Reading Network Courseware [J]. Media in Foreign Language Instruction, 2005.
[11]	Carrell, Patricia. & Eisterhold, Joan. Schema Theory and ESL Reading Pedagogy [J]. Tesol Quarterly, 1983.
[12]	Shao Jindi and Bai Jingpeng. Introduction to Literature [M]. Shanghai Foreign Language Education Press, 2011.
[13]	Discourse Analysis, Schema Theory and English Reading Teaching [J]. New Curriculum Research, 2016.
[14]	Zhou tinghua and Jiang Caili. Teaching Design of High School English Reading Course Based on Schema Theory [J]. English Teachers, 2017.
[15]	Cooper, Graham. & Sweller, John. Effects of Schema Acquisition and Rule Automation in Mathematical Problem-Solving Transfer [J]. Journal of Educational Psychology, 1987.
[16]	Barnett, Marva. More Than Meets The Eye [M]. New Jersey Prentice Hall Regents, 1989.
[17]	Qi Qi and Li Luping. Schema Theory and Pre-reading Teaching Activities. [J]. Journal of Capital Normal University, 1999.

Cite This Article

Plain Text BibTeX RIS

APA Style

Aijing Zhang. (2018). Application of Schema Theory in High School English Reading Comprehension. Communication and Linguistics Studies, 4(2), 32-36. https://doi.org/10.11648/j.cls.20180402.12

Copy | Download

ACS Style

Aijing Zhang. Application of Schema Theory in High School English Reading Comprehension. Commun. Linguist. Stud. 2018, 4(2), 32-36. doi: 10.11648/j.cls.20180402.12

Copy | Download

AMA Style

Aijing Zhang. Application of Schema Theory in High School English Reading Comprehension. Commun Linguist Stud. 2018;4(2):32-36. doi: 10.11648/j.cls.20180402.12

Copy | Download

@article{10.11648/j.cls.20180402.12,
  author = {Aijing Zhang},
  title = {Application of Schema Theory in High School English Reading Comprehension},
  journal = {Communication and Linguistics Studies},
  volume = {4},
  number = {2},
  pages = {32-36},
  doi = {10.11648/j.cls.20180402.12},
  url = {https://doi.org/10.11648/j.cls.20180402.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20180402.12},
  abstract = {Reading comprehension accounts for a lot in English tests. As a key and difficult point in English teaching at high school, the traditional way which focuses on the infusion of vocabulary and grammar may lead to decline of students’ interest in English learning. It is important to find a suitable teaching method for high school students as soon as possible. The schema, which is also known as the background knowledge of students, plays a very essential role in their comprehension of reading materials. Therefore, this paper will concentrate on the exploration of schema theory to find out an English reading teaching method for high school English teachers, which can not only fundamentally improve the students’ English grades, but also effectively transmit useful reading strategies to them and help them form a complete and comprehensive framework of knowledge. Rumelhart proposes that schema is consisted of several variables that represent elements of concepts, and it is a kind of knowledge framework and categorizing system. Based on this definition, this paper attempts to explain the relationship between the schema and the students' reading comprehension process, summarize the concrete role and important influence of the content schema, formal schema and language schema in English reading teaching, and verify the feasibility of the application of schema theory. And a detailed teaching method, which includes the English teaching process before, in and after class will be proposed.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - Application of Schema Theory in High School English Reading Comprehension
AU  - Aijing Zhang
Y1  - 2018/06/14
PY  - 2018
N1  - https://doi.org/10.11648/j.cls.20180402.12
DO  - 10.11648/j.cls.20180402.12
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 32
EP  - 36
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20180402.12
AB  - Reading comprehension accounts for a lot in English tests. As a key and difficult point in English teaching at high school, the traditional way which focuses on the infusion of vocabulary and grammar may lead to decline of students’ interest in English learning. It is important to find a suitable teaching method for high school students as soon as possible. The schema, which is also known as the background knowledge of students, plays a very essential role in their comprehension of reading materials. Therefore, this paper will concentrate on the exploration of schema theory to find out an English reading teaching method for high school English teachers, which can not only fundamentally improve the students’ English grades, but also effectively transmit useful reading strategies to them and help them form a complete and comprehensive framework of knowledge. Rumelhart proposes that schema is consisted of several variables that represent elements of concepts, and it is a kind of knowledge framework and categorizing system. Based on this definition, this paper attempts to explain the relationship between the schema and the students' reading comprehension process, summarize the concrete role and important influence of the content schema, formal schema and language schema in English reading teaching, and verify the feasibility of the application of schema theory. And a detailed teaching method, which includes the English teaching process before, in and after class will be proposed.
VL  - 4
IS  - 2
ER  -

Copy | Download

Author Information

Aijing Zhang

College of Teacher Education, Nanjing Normal University, Nanjing, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Aijing Zhang. (2018). Application of Schema Theory in High School English Reading Comprehension. Communication and Linguistics Studies, 4(2), 32-36. https://doi.org/10.11648/j.cls.20180402.12

Copy | Download

ACS Style

Aijing Zhang. Application of Schema Theory in High School English Reading Comprehension. Commun. Linguist. Stud. 2018, 4(2), 32-36. doi: 10.11648/j.cls.20180402.12

Copy | Download

AMA Style

Aijing Zhang. Application of Schema Theory in High School English Reading Comprehension. Commun Linguist Stud. 2018;4(2):32-36. doi: 10.11648/j.cls.20180402.12

Copy | Download

@article{10.11648/j.cls.20180402.12,
  author = {Aijing Zhang},
  title = {Application of Schema Theory in High School English Reading Comprehension},
  journal = {Communication and Linguistics Studies},
  volume = {4},
  number = {2},
  pages = {32-36},
  doi = {10.11648/j.cls.20180402.12},
  url = {https://doi.org/10.11648/j.cls.20180402.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20180402.12},
  abstract = {Reading comprehension accounts for a lot in English tests. As a key and difficult point in English teaching at high school, the traditional way which focuses on the infusion of vocabulary and grammar may lead to decline of students’ interest in English learning. It is important to find a suitable teaching method for high school students as soon as possible. The schema, which is also known as the background knowledge of students, plays a very essential role in their comprehension of reading materials. Therefore, this paper will concentrate on the exploration of schema theory to find out an English reading teaching method for high school English teachers, which can not only fundamentally improve the students’ English grades, but also effectively transmit useful reading strategies to them and help them form a complete and comprehensive framework of knowledge. Rumelhart proposes that schema is consisted of several variables that represent elements of concepts, and it is a kind of knowledge framework and categorizing system. Based on this definition, this paper attempts to explain the relationship between the schema and the students' reading comprehension process, summarize the concrete role and important influence of the content schema, formal schema and language schema in English reading teaching, and verify the feasibility of the application of schema theory. And a detailed teaching method, which includes the English teaching process before, in and after class will be proposed.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - Application of Schema Theory in High School English Reading Comprehension
AU  - Aijing Zhang
Y1  - 2018/06/14
PY  - 2018
N1  - https://doi.org/10.11648/j.cls.20180402.12
DO  - 10.11648/j.cls.20180402.12
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 32
EP  - 36
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20180402.12
AB  - Reading comprehension accounts for a lot in English tests. As a key and difficult point in English teaching at high school, the traditional way which focuses on the infusion of vocabulary and grammar may lead to decline of students’ interest in English learning. It is important to find a suitable teaching method for high school students as soon as possible. The schema, which is also known as the background knowledge of students, plays a very essential role in their comprehension of reading materials. Therefore, this paper will concentrate on the exploration of schema theory to find out an English reading teaching method for high school English teachers, which can not only fundamentally improve the students’ English grades, but also effectively transmit useful reading strategies to them and help them form a complete and comprehensive framework of knowledge. Rumelhart proposes that schema is consisted of several variables that represent elements of concepts, and it is a kind of knowledge framework and categorizing system. Based on this definition, this paper attempts to explain the relationship between the schema and the students' reading comprehension process, summarize the concrete role and important influence of the content schema, formal schema and language schema in English reading teaching, and verify the feasibility of the application of schema theory. And a detailed teaching method, which includes the English teaching process before, in and after class will be proposed.
VL  - 4
IS  - 2
ER  -

Copy | Download