Application of Schema Theory in Reading Teaching

Schema theory plays an important role in College English reading teaching.During the reading courses,teachers should try to activate the students' background knowledge and build up the rhetorical schema by using topic sentences and key words of a text,which can help the students get a better understanding of the text.

An investigation of the effect of L2 proficiency and topic familiarity on L2 Incidental Vocabulary Acquisition： An empirical study based on theory of interactive reading

Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.

S.D. Krashen's Language Acquisition Theory and the Teaching of Business English Reading

This paper first illustrates S.D. Krashen's language acquisition theory, especially two of his five hypotheses as well as the guidance of these theories towards the teaching of business English reading for students majored in business English.

The Schematic Theory and English Reading Comprehension Teaching

Schema theory originated from western Countries.It explained explicitly how readers' world knowledge interacts with text to arrive at comprehension.Many Chinese English teachers use it to guide their teaching,but most of them can not get an ideal outcome.First,this paper represent schemata and schematic theory briefly,and then explores the interactions beween schematic theory and reading comprehension.At last,the author lists out three factors that is helpful for comprehending and establishing new schemata.

The Application of Relevance Theory to College English Reading Teaching

This paper expounds relevance theory and its principle. It also introduces the method to apply it to college English reading teachingto improve college students’ reading proficiency.

Schema Theory and Reading Teaching

Schema theory is the first one to explain the process of reading comprehension theory,thus it has a great influence onthe reading teaching.This paper,with a brief introduction of schema theory,and based on the schema mechanism analysis,puts for-ward its application in the China English reading teaching strategies.

Schema Theory and the Teaching of Reading

Schema theory indicates that prior knowledge forms a schema in the mind and this will inevitably influence reading comprehen-sion.Therefore,in the teaching of reading,teachers should find ways to activate the schemata in the mind of the students.Titles,headlines and pictures in a text may serve the function.All texts are related to culture to some degree,especially in the case of texts introducing foreign cul-tures.Therefore,it is also important to integrate cultural factors in teaching,which will form new schemata in the mind of the students.Be-sides that,teaching materials should be chosen in accordance with the students'level of knowledge.New knowledge should be kept in an appropriate proportion to the old knowledge.Only in this way can the schemata stored in the mind of the students be activated easily,and new knowledge will also be acquired at the same time.

Implications of Relevance Theory to English Reading

Reading is a style of communication between reader and writer while relevance theory is a new approach to communi cation.Based on relevance theory,we can paraphrase reading as followings:reading comprehension is a process of communica tion between reader and writer;a process of making inference from the ostensive-inference communication;a process of seeking optimal relevance on the part of the reader.

Cohesion Theory and Its Implications for English Reading Teaching

Abstrct: According to College English Curriculum Requirements(2007), reading is the main training aim of our college English teaching. And for the college graduates, reading is the main way through which they obtain information needed in their specialty.Most often, students think their problem in reading is vocabulary, which is not necessarily true. Sometimes even the readers look up all the new words, it is still hard for them to understand the text exactly and thoroughly. Though vocabulary plays an important role in reading comprehension, it may not be the biggest hindrance on our way of correct comprehending. English reading teaching shouldn't be confined to the teaching of vocabulary or sentences but should develop students' ability to analyze text beyond sentence level. It's impossible to cover all the aspects of discourse analysis in one article and since cohesion is important and basic knowledge of discourse analysis, we will concentrate on the cohesive functions of discourse in English reading in this article.

The Implications of Cohesion Theory in College English Reading Teaching

The relationship of textual theory to ESL reading has for a long time been a heated research area.The various findings in this field have greatly facilitated the improvement of reading ability and the advancement of reading course.This thesis puts the use of textual device in a new light on the basic of the theory of cohesion,further at a micro level,explores the pedagogical implications for college English reading teaching.

On the Application of Relevance Theory to Reading Comprehension Test in PRETCO-A

Reading is a complex process of communication between writer and reader.Relevance theory proposes that communication is an ostensive-inferential process from the cognitive perspective.The thesis studies the English reading teaching approach for higher vocational students and applies it to the question type of reading comprehension test in PRETCO-A.It proposes three research questions in view of actual condition of teaching English reading.By the questionnaires and tests,the relevant data are collected,analyzed and discussed.Three research results are proved to be effective in reading teaching.

Schema Theory and English Reading Teaching

The development of reading ability has always been one of the primary objectives in English language teaching,so theschema theory in English reading teaching has been drawn an increasingly attention.

On Reading Theories and Instruction Model

We have come to know comprehension better by studying the nature and characteristics of reading processes and by weighing the pros and cons of different reading theories and their influence on the teaching of reading. But in China, unfortunately, few achievements have been made in the field of reading theory research. Thus, in order to ameliorate our reading teaching, it is urgent for us to set up our own system of reading theories. The author, after studying carefully the present reading models in China and by absorbing the quintessence of foreign reading theories, ventures to suggest the “discourse word discourse” model. The model gives full thought to the characteristics of Chinese college students and thus suits a reading classroom in China better. However, the comprehension factors involved in the model are far from exhaustive and the model itself leaves much room for modification and addition.\;

The Interaction Betweena Reader and a Text in Reading Process —— the Application of Schemata Theory in Reading Two Poems

Inrevealingthenatureofreadingprocess,moreattentionhasbeengiventotheroleplayedbya reader.ThispaperdiscussestheapplicationofSchematatheoryinreadinginthelightofunderstandingandappre ciationoftwopoems.Bycomparingthetwopoemsinchoiceofwordsandinarrangementofthepoems,thispaper verifiesthepracticalinfluenceofschematatheoryinreadingprocess.

Supporting Extensive Reading Through Soft Toy Theory and Story Sacks

This paper is based on the author＇s work shop which provides educators with information on how to utilize ＂Soft Toy Theory＂. The workshop is based on a set of theoretical concepts taken from： psychology, play therapy, and literacy theory which have been blended together to form a set of teaching approaches and lesson plan ideas that can be used in Literacy/English classes. The paper will also discuss the value of using ＂Story Sacks＂ to develop and raise levels of comprehension and understanding in extensive reading and reading programs. The application of ＂Soft Toy Theory＂ could also provide a positive social-psychological affect on the students. It is designed to creating bonding between teacher and student and student and student and to raise levels of self-esteem and enable the teachers to be able to access the thoughts and feelings of a child or young adu/t which can often be hard to discern from traditional direct question and answer sessions. ＂Soft Toy Theory＂ is a term that the author has adopted herself for using play, creativity, and art resources and soft toys to create dialogues in the Kindergarten and Elementary classroom： It is even possible to extend the use ＂Soft Toy Theory＂ to middle school, high school, and adult classrooms if the resources and topics and ＂tone＂ and tenor of teaching are appropriately adapted. Soft Toy Theory assumes that soft toys can include： actual soft toys, art resources, and other play resources： such as, sand, water, puppets, masks and clay. Story Sacks employ much of the theory that supports ＂soft toy usage＂ within the classroom. Story Sacks aim to provide inspiring resources whilst encouraging enjoyment and a greater comprehension of ＂real＂ books or ＂graded＂ readers. Additionally, Story Sacks can support extensive reading in the school and at home, and are a useful adjunct to Soft Toy Theory and supporting literacy activities in any classroom.

The Viewpoint of Categorization Theory on the Nature of Reading Comprehension

This paper is intended to reveal the likelihood that conceptual categorization can be used to understand a text by reconstructing the semantic categories through which the author＇s meaning is conveyed, and proposes an alternative way to look into reading comprehension. It is proposed that categorization can be taken as an alternative approach to second/foreign language reading instruction. That is, while reading comprehension is defined in terms of the ability to recognize the inclusion and membership properties of contextually determined semantic categories in a text, the learner needs to arrange the events, actions, or concepts into a structured unit, both horizontally and vertically. Categorization theory will be introduced in relation to Rosch famous studies （1973, 1975）, examples taken from a graded reader will be illustrated as how to identify items with category structure, and finally issues that are not addressed in this paper will be discussed.

The Application of Schema Theory to English Reading Teaching in Junior High School

Reading is an effective means to cultivate junior high school students＇ comprehensive ability of using English and plays an important role in English study. Schema theory is a scientific reading theory advocated by modern teaching, and it regards the reading comprehension as a process that readers＇ knowledge and skills interact with the information in the reading material. In this paper, a questionnaire is conducted to reveal the fact that students lack schemata in reading and then a proposal that language schema, content schema, and form schema be integrated to activate students＇ existing schemata in the process of reading is put forward

The Application of the Psychological Linguistics Theory in College English Reading Teaching

The training of reading skill is the focal point of college English teaching. Psychological linguistics provides a new point of view for college English teaching. From the aspect of psychological linguistics theory this paper discusses some issues, including how to train students to complete the reading process independently, how to build the schema to achieve integrated discourse comprehension, how to choose the most appropriate reading model, in order to improve the English reading skill and provide some enlightenment for college English reading teaching.

Schema Theory in Second Language Reading

Reading is always regarded as a solitary process of decoding the text.People think that they are able to understand as long as they are good at linguistic knowledge.In fact,Reading is a both linguistic and cognitive process.This paper intends to deal with the schema theory and its application to teaching practice of second language reading.

On Application of Meta-cognitive Theory in English Reading Strategies for Mongolian Students

Nowadays,in the field of English reading teaching,teachers pay more focus on teaching strategies and ignore the ability of stu dent's individualized learning.So we should combine meta-cognitive theory with teaching strategy to improve it.In order to prove the ef fect of the combination of them,we do the research.The outcomes are obtained that the application of meta-cognitive theory in English reading strategies could improve the effect of teaching.