The Application Of Schema Theory In The Teaching Of English Reading In Junior High Schools

English reading is widely seen as an important language skill, which exercises impacts on the language capacities of the learners including listening, speaking and writing. It can be claimed that the approach that is applied in teaching English reading in junior high schools largely affects the outcomes of English teaching in them. Nonetheless, the traditional knowledge-based language teaching model, with the support of language practice, has proved to be inefficient and less effective. This justifies the research on the application of schema theory in the teaching of English reading in junior high schools.This study, which is based on academic achievements and survey, focuses on how to apply schema theory in teaching English reading in junior high schools, with an intention to prove the effectiveness of the application of schema theory. Relevant issues in the teaching of English reading are dealt with in detail in the study. With the help of Theory of Reading Process Models and Schematic Theory, and on the basis of the new curricular criteria, a reading-based English teaching experiment is conducted in the course of the research to test its effectiveness. The outcome of the survey and the integrated analyses of statistical data resulting from the experiment indicate that the application of schema theory in teaching English reading can greatly help students with their English study.