本五陈树苗论文终稿.docx
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本五陈树苗论文终稿
TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools
By
ChenShumiao
Athesis
submittedtotheForeignLanguageandLiteratureDepartmentof
BaojiUniversityofArtsandSciencesinpartialfulfillmentof
therequirementforthedegreeof
BACHELOROFARTS
in
ENGLISHLANGUAG
Baoji,Shaanxi
May,2015
TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools
ChenShumiao
Abstract:
SchematheorywasproposedbyBartlettinthemiddleof1870s.Aschemareferstotheknowledgestructurestoredinbrain.Schematheoryhasputtheemphasisontheimportanceofbackgroundknowledgewhichpeoplepreviouslyacquired.ItisatrendthatschematheoryisappliedinEnglishreadingteaching.ItisalsonecessaryforEnglishreadingteachingtoenrichitselfbyadoptingtheschematheory.Thedevelopmentofstudents’readingabilityhasalwaysbeenoneoftheprimaryobjectivesinEnglishteaching.However,Englishreadingteachinghasbeeninfluencedbythetraditionalteachingmethod,takingthewordsandgrammarasthemainteachinggoal,neglectingthetrainingofreadingskillsandtheusingof“schemata”knowledge.ThispaperdiscussesthetypesandfunctionsoftheschemaknowledgeonEnglishreading,andpointsouthowschematheoryistobeappliedtoEnglishreadingclasses.Teachersshouldguidethestudentstomakethebestoftheschemaknowledge,soastoimprovetheirEnglishreadingabilitiesandarousetheirEnglishreadinginterests.Schemacanbeusedintheunderstandingofthelanguage,readersuseschematofillininformationthatisn’tmentionedexplicitly.Whenreadinganewtext,readersneedtheabilitytorelatethetextualmaterialstotheirownpriorknowledgestoredintheirminds,becauseunderstandingandexplanationofnewknowledgedependuponschematastoredinone’smind.Soitisveryimportantforteachersandstudentstounderstandthefunctionofschemataandputthemintoeffectiveusetoimprovestudents’readingability.
Keywords:
schematheory;seniorEnglish;reading;readingability
图式理论在高中英语阅读教学中的应用
陈树苗
【内容提要】:
图式理论是Bartlett在19世纪70年代提出来的,图式指的是储存在大脑中的知识结构,图式理论将重点放在人们先前获得的背景知识中。
现在有将图式理论应用于英语阅读教学的趋势,英语阅读教学有必要通过采用图式理论来丰富自己。
发展学生的英语阅读能力在英语教学中已经成为基本目标。
然而,英语阅读教学受传统教学法的影响把单词和语法作为主要的教学目标。
忽视了阅读能力的训练和图式的应用。
本文探讨了图式知识在阅读中的作用,提出了图式理论在英语阅读教学中的具体设想,教师应该引导学生充分发挥自己已有图式的作用,来提高学生的英语阅读理解能力,提高学生英语学习的兴趣。
因为图式是头脑中的“先存知识”或“背景知识”,它可用于语言理解中,读者借助记忆中激活的知识结构来填补文本中未表达出的细节内容,从而达到阅读理解的目的。
读者的每一次理解都需要已有知识的参与,根据已有的知识来重新获取或构建文本意义,达到阅读理解的目的。
因此,学习者应该在阅读过程中充分利用这些图式知识来提高阅读理解能力。
【关键词】:
图式理论;高中英语;英语阅读;阅读能力
CONTENTS
I.Introduction1
II.Thetypesandfunctionsofschematheory2
2.1Thetypesofschema2
2.1.1Linguisticschema2
2.1.2Contentschema3
2.1.3Formalschema3
2.2Thefunctionofschema4
.Threemodelsofreadingandtheproblemsinreading.5
3.1Bottom-upmodel5
3.2Top-downmodel5
3.3Interactivemodel6
3.4Currentsituationofreadingteachinginhighschools7
IV.Theapplicationofschemainreadingteaching8
4.1BuldingupLinguisticschema.8
4.1.1Payingattentiontovocabularyteaching9
4.1.2Cultivatingthegrammaticalability9
4.2Buildingupcontentschema9
4.3Buildinguprhetoricalschema10
.Conclusion11
References12
Acknowledgments……………………………………………13
TheApplicationofSchemaTheoryinEnglishReadingTeachinginSeniorHighSchools
I.Introduction
Nowadays,readingplaysadominantroleinthefourskillsoftheforeignlanguagelearning.Itisthefoundationandanimportantwaytoimprovestudents’listening,speaking,writingandabilitiesoftranslatingsomething.Itisobviousthatmasteringaneffectivereadingskillsandformingagoodreadinghabitcannotonlybroadenthestudents’horizonbutalsoimprovethecomprehensivequalitytoacertainextent.
IntraditionalEnglishreadingteachinginseniorhighschools,teachersalwaysadoptthetraditionalgrammar-translationmethodtoteachreading,whichhasn’temphasizedtheuseofcontentschemata(backgroundknowledge),norformalschemata,thatistosay,theyoftenignoretherhetoricalorganizationofthetexts.Thatis,thegrammar–translationapproachonlypaysattentiontowords,grammar,thetranslationoftextsonlyputsemphasisonlotsofwritingexercises.Asaresult,studentsonlylearntowordbyword,andthegrammar-translationapproachteachinggraduallybacamemoreandmoreimportant.Thisgrammar-translationapproachsupposesthatreadingisaratherpassivedecodingprocesswhichputsemphasisontheimportanceofbottom-upmodel.Thisresultsinmanystudentsdon’thaveagoodreadingabilities.ThepurposeofmyresearchistomaketheschematheorybefamiliartostudentsandEnglishteachersinseniorhighschoolandappliedittoEnglishreadingandteachingeffectively.Teachersthroughtheprocesscanactivatestudents’backgroundknowledgeandbuildupformalschema,makingthestudentshaveagoodcommandinreadingcomprehension,improvingthestudents’readingcomprehensionabilities..
Mythesisstructurewillbedividedintofiveparts.Inthefirstpart,thebackgroundandthesignificanceofthestudyareintroducedandliteraturereviewsareexplored.Inthesecondpart,thetypesandfunctionsofschematheoryareintroduced.Inthethirdpart,thereadingmodelsandcurrentsituationofreadingareintroduced.Inthefourthpart,schematheoryisappliedtoEnglishreadingteaching.Inthefifthpartaretheconclusions.
II.Thetypesandfunctionsofschematheory
TheschematheorywasfirstproposedbyGermanpsychologistBartlettin1932.Hedefinesschemaas“anactiveorganizationofpastreactions,orpastexperience”.Rumelhartcameupwiththisconceptofschemaanddescribedschematheorybasicallyasatheoryofhowknowledgeismentallyrepresentedinthemindandused,schemataarecreatedthroughexperiencewiththeworld,andtheperson’sculture,whichincludestheinteractionswithpeople,objectsandeventswithinthatculture(DrHeatherWinskel,2006).
Fromtheabovedefinition,wecanconcludethatknowledgeacquisitionisbasedonthepreviousexperienceandconceptswhicharestoredinbrain.Thisstoredknowledgealongwithitsstoragestructureiscalledschema.
2.1Thetypesofschema
Schema,accordingtothenatureofthecontents,canbeclassifiedaslinguisticschema,thereader’spreexistinglinguisticknowledge,contentschema,thereader’spriorknowledgeofthecontentareaofthetext,andtheformalschema,theknowledgeoftherhetoricalstructureofthetext(Carrell,1983:
172).
2.1.1Linguisticschema
Linguisticschemareferstothereader'spreexistinglinguisticknowledge:
tobemorespecific,theyrefertotheknowledgeoflanguageaboutphonetics,grammar,vocabulary.TheNewCurriculumStandardsrequiresthatstudentsshouldmasterthelonganddifficultsentencesbyanalyzingthestructure.It'saslooneofrequirementsoflinguisticschema.Languageisthecarrierofinformation.Vocabularyisthebasicelementoflanguage.Facinganarticlewhichisfullofnewwords,thereaderwillarisethefeelingofbeingfearedbyitimmediately.Linguisticschemaisanecessaryschemaforstudents.Forexample:
ifthestudentsdon’tknowmoreabouttheellipsis,heorshewillcan’tunderstandthefollowingsentence:
“Hadweusedbetterirrigationmethods,wewouldhavesavedhalfofwaterresources”.Itsmeaningis“ifweusedbetterirrigationmethods,wewouldhavesavedhalfofourwaterresources”.Thus,intheinitialstageofleaning,linguisticschemaisadecordwhichbereplacedbythespeculationaccordingtotheexperience.Readerwhowantstoimprovehisreadingeffects,heshouldhaveagoodcommandofmeaningandgrammar.
2.1.2Contentschema
Contentschemawhichreferstoareader's"backgroundknowledgeaboutthecontentareaofatext".Thatistosay,studentsaresupposedtohaveanabilitytoactivatetheirpreexistingknowledgeandtheninteractthemwiththetexturematerial.AneffectwaytolearnEnglishistoconnectthenewinformationwiththeirpriorknowledge.
Ifthereadersdonothavethecontentschemathatrelatedtothetext,theyonlycantranslateeverywordintochinese.Thus,itisdifficultforthemtomasterthewholetextualmaterialalthoughtheyownrichlinguisticschema.Forexample,"Awomenwithoutamanislikeafishwithoutabicycle".IfstudentsknowaboutthefeministmovementknowledgeofAngloAmericancountries,knowingaboutthebackground,themeaningiseasyanditcanbeinterpretedas“womendon'tneedmenatall".Onthecontrary,ifthereadersownmorerelatedcontentschema,theycancomprehendthetexteasily.Thus,readersneedtomastermoreknowledgeaboutallkindsoftopics,suchasgeography,history,economy,culture,psychology,philosophyandsoon.
2.1.3Formalschema
“Formalschema”or“textualschema”are“backgroundknowledgeoftheformal,rhetoricalorganizationalstructuresofdifferenttypesofthetexts”(CarrellandEisterhold1983).Wecanknowthatformalschemataaresomethingaboutrhetoricalstructures’differencesinreading,suchasdifferencesingenre,andthestructureoffables,advertisementandsoon.
Distinguishingthedifferentrhetoricalstructuresisacrucialskillasforhighschoolstudents.Astudentwhoselanguageproficiencyistoopoor,andalsodon'tfamiliarwiththecontentofthearticle,hewillfacewithbigobstaclesintheprocessofreading.However,ifheownstheknowledgeofformalschema,itwillbeconductivetounderstandthetextaccordingtodifferentstructureseasily.Takeanadvertisementasanexample:
advertisementhasitsuniquefeatures.Usingconcisewordsandusingphrases.Forexample,"Learnaforeignlanguageinsixweeksoryourmoneyb
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