图式理论与大学英语阅读教学

Schema Theory and the Teaching of College English Reading

本文以评述现代图式阅读理论的形成、基本原理及其对阅读教学的启示为基础，将图式理论中的图式类型分为四类：语言图式、内容图式、结构图式、策略图式，探讨中国大学英语教学界在理解和应用图式理论过程中出现的问题，指出“图式”不等同于“内容图式”，中国的大学英语教学也不等同于英语为母语的教学和二语教学，揭示制约中国学生英语阅读水平的主要因素：英语语言图式、内容图式、结构图式。最后，作者提出改进中国大学英语阅读教学的策略，即大学英语教学应充分重视学生英语语言图式的构建，阅读教学宜精、泛并举，不同教学策略宜综合运用。

The paper reviews the schema reading theory and its application in China＇s College English teaching. It touches on the theory＇s formation, basic principles, the classification of reading schemata, some issues in application, and suggestions. A four-category elassification of the reading schemata is offered and their correlation is analyzed. In discussing the issues arising in its application in the teaching of College English reading, the authors point out that the concept schema is not equal to the concept content schema, and that College English teaching in China differs from the ENL and English reading ability of Chinese students is ESL teaching. The primary factor restricting the their English language schema, followed by the other three schemata. It is suggested that the student＇s building of English language schema be stressed adequately and different teaching strategies be applied comprehensively