Literature Review
Previous Researches on Applications of Schema Theory Abroad
Schema theory holds that reading an article needs an interaction between the readersrsquo; various schema and the article itself. Many experimental studies have been conducted abroad about applying schema theory to reading teaching. Rumelhart (1980) points that for comprehension to take place both models of information processing should be functioning simultaneously at all levels. Widdowson (1983) believes that it has become firmly established and further develops in applied linguistics, where schematic knowledge is seen as a crucial component of a language userrsquo;s competence.
Rumelhart (1980) holds that the importance of the background knowledge in reading is also central to schema theory. Johnson (1982) investigated the effects on reading comprehension of building background knowledge. After analyzing the result of his study, Johnson found that the background knowledge provided by the reader seemed to help students construct meaning with the unfamiliar words. Besides, the study also revealed that background knowledge was more important in studentsrsquo; reading comprehension than vocabulary knowledge.
Goodman (1996) did the research on the effectiveness of preview for schema-building techniques on studentsrsquo; comprehension of English texts, and teaching students to read for information. Previewing was accomplished by introducing students to the themes of a text and asking them to freely write on some topics in that text, as well as helping students to make predictions about the text. More recently, Guyotte (1997) investigated the reading comprehension of different undergraduates in a Japanese university. There is several practical implication of this study. Most of all, it indicates that activities of building schema before studentsrsquo; reading will promote their comprehension.
Previous Researches on Applications of Schema Theory at Home
In the 1980s, schema theory began to influence Chinarsquo;s English reading teaching, and lots of scholars have conducted researches based on schema theory since it was introduced to Chinese. Some of them attempted to apply schema theory in their teaching of English reading. Fang Luxia (1988) conducted a study involving 84 English major undergraduates in China via four short pieces of reading material. From the study, Fang found that background knowledge was the most important factors in reading comprehension.
However, many studies on the application of schema theory are mainly about reading class in college and senior high school, but a few researches deal with junior high school. The possible reasons could be listed as follows: To begin with, middle school teachers do not have enough time into these questions. Secondly, they are accustomed to the traditional teaching model. Finally, their lacking of funds prevents them from making an advanced study.
Fortunately, a growing number of English teachers in middle school begin to realize the significance of schema theory in reading teaching. More than that, there are more and more studies and papers carried out related to that, such as Schematic Knowledge and Reading Comprehension (Zhang Weiyou 1995, 2), Background Knowledge and Reading Teaching (Zhang Huanjian amp; Huang Jianbing, 1995, 4), To Improve EFL Reading by Schema Theory (Li Hua, 1997), Schema Theory and EFL Reading Teaching (Zhao Jing, 1998), Schema Theory and EFL Reading Comprehension (Luo Rong, 2001). How to Develop Middle School Studentsrsquo; Reading Comprehension (Lin Yansong amp; Ding Youngmei, 2004, 3).
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