An Experimental Study On The Application Of Schema And Discourse Analysis Theories To The Reading Teaching In Senior Middle School

The language innovation of reading comprehension teaching is the key to the English teaching reformation. Therefore more and more importance is attached to teaching English reading comprehension, which has always been an important aspect in high schools and also a hard-nut to crack. For a long time, under the influence of the traditional pedagogy, teaching process is sentence-based. As a result, the students ignore the learning, accumulating and applying of the schemata knowledge, which is closely related to the materials. The writer of this thesis, with the achievements in reading studies, from the schemata theory and discourse analysis theory, mainly explore that the innovation of reading comprehension teaching is quite necessary.This paper consists of six chapters:Chapter One is the introduction which states the necessity of the innovation of reading comprehension teaching and applying of the schemata theory and discourse analysis theory.Chapter Two is one of the main parts of this dissertation, which gives a brief account of the theories of English reading, including the concepts, process and levels of reading, three models of reading process. Besides, it shows one of the most efficient reading models is the interactive reading model, in which the schemata knowledge is not only necessary but also important.Chapter Three is another main part of the dissertation. It involves the different definitions of schema, which fall into three categories. They are the linguistic schema, the content schema, the rhetorical schema and along with its three functions in the process of reading: predicting reading materials, replenishing reading materials and inferring information. Also it involves the introduction of discourse analysis theory.Chapter Four is the introduction of the principles, strategies and the application of the teaching of senior school's English reading comprehension instructed by the schemata theory and discourse analysis theory.Chapter Five is about the experiment conducted in two classes using two different teaching methods, one of which is traditional, the other one which of is new. And the conclusion is drawn from the experiment that the teaching method that uses schemata theory and discourse analysis theory seems better. Chapter Six is the last part of the thesis. It just points out the necessity and the shorting of this thesis.