A Study On The Application Of Schema Theory To English Reading In Senior High School

Reading has always been difficult and the focus of high school English. For a long time,due to the impact of traditional teaching, many teachers’ misunderstanding of reading led tomany high school students’ improper attention to only sentences, grammar and other linguisticknowledge.They ignore the background knowledge and text structure. Based on the view ofthe achievements of predecessors and Schema Theory, the author analyzes the necessity ofapplying Schema Theory in high school English reading.This thesis first introduced the background, research questions, and significance and thenbriefly introduced the overviews theories of reading and Schema Theory. Schema Theory inhigh school English reading was analyzed in-depth, which included the application ofreasoning function of schema before reading; the function of information processing inreading; and the function of consolidation after reading. On this basis, the author conducts anexperiment, taking as subjects the two classes in the first year of Xingtai No.5High School.Schema Theory was used to guide reading in the experimental group; and the traditionalmethod was sustained in the control group. After20weeks, the students were tested with thesame reading comprehension test. Statistical analysis was done on the pretest scores andposttest scores with SPSS18.0. The results show that Schema Theory to guide senior highschool English reading teaching can improve reading teaching to some extent. Finally,according to the theoretical and experimental analysis of Schema Theory, some strategies ofthe application of Schema Theory to English reading in senior high school are provided.