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5. Theapplication of schema theory in senior English teaching reading copyright paper51.com Languageis closely connected with culture and society. If the senior students lack ofthe linguistic schemata, they cannot decode the language in the text, let aloneactivating the content; if they are not familiar with the contentschema or background knowledge under discussion, they cannot figure out most ofthe meaning of the text even by reading the whole part of the text; and if theydid not knowthat different types of texts often use different forms of text organization,linguistic structures, they cannot take advantage of text organization anddiscourse structures to enhance reading comprehension. Based on theunderstanding of reading as an interactive process, teaching reading in theclassroom divides the teaching procedures into three stages in which bottom-upand top-down techniques are integrated to help students develop their readingstrategies and increase their language efficiency in general. The three stagesare pre-reading, while-reading, and post-reading. Pre-reading activities means thetasks or activities that students do before they read the text in detail. Suchactivities could be pooling existing knowledge about the topic, predicting thecontents of the texts. The purposes of the pre-reading activities are tofacilitate while-reading activities. While-reading activities include a numberof reading tasks, such as making inferences, understanding references andreading comprehension questions, etc. Of course, the teacher cannot use all ofthem at one time with one text. They need to choose from them the ones thatbest suit their students as well as the materials that they are using, and givethe students a sense of purpose rather than just reading because the teacherordered it. Post-reading activities include discussion questions, role-play,reproducing the text and gap filling. All of them are usually used in seniorEnglish teaching reading. Therefore, teachers need to activate and cultivatethe schemata of the students in pre-reading, while-reading and post-readingactivities. But how to activate and cultivate the schemata of the students inteaching, let us look at the following sample. 内容来自论文无忧网 www.paper51.com |