An In-depth Research Into The Application Of Schema Theory In The English Reading Instruction In Junior Middle School

With the development of the society, the importance of English, which is an indispensable language in the world nowadays, has become increasingly prominent. This directly determines the necessity and importance of English as a subject in the education of the junior middle school. In the process of teaching English, the teaching aim is to enhance the students’ skills of listening, speaking, reading and writing and to achieve an all-round development of the four skills. The ability of reading is of special importance. The improvement of the students’ reading ability needs to be realized through the teaching of English reading. That is why the teaching of reading plays an important role in English classes. However, the traditional teaching of English reading just focuses on vocabulary, grammar and the sentence structure, ignoring the process of reading itself. This directly not only affects the present teaching effect of junior middle schools, but also causes the inefficiency of students’ reading. Thus the improvement of students’ English reading ability is eventually hindered.The thesis has mainly adopted literature review method and empirical method. For the comprehensive improvement of English reading teaching in junior middle schools, so as to enhance the junior high school students’ English reading ability, this thesis firstly elaborates the theory foundation of this research. Secondly, based on a large amount of literature, it sums up the definition of reading, three reading models, the definition and development of schema, three kinds of schema and their application in the teaching of reading. Then through the questionnaire, we achieve a comprehensive and objective understanding of the current situation of students’ English reading and analysis of the reason behind the status. According to the reflected problems, we cite some specific measures for the application of schema theory to English reading in junior middle school and junior high school textbook, combining teaching examples. Finally, the effective function of the schema theory to guide the junior English reading teaching is proved through the experimental study.In this study, a total of 77 students participated in the experiment. From the experimental data, it is not difficult to find that the junior high school students’ English reading level has been improved differently in degree obviously. What is more important is to break the bottleneck of the teaching of English reading. Making full use of the schema theory, we are able to change the teaching of English reading and let English reading teaching return to itself. The students are supposed to master more effective reading strategies in English reading, develop a better reading habits and attitudes towards English reading, rekindle their interest and desire through months of training and improve their English reading ability. And the existence of polarization phenomenon in English reading is expected to ease in the whole class. Therefore, the conclusion that the schema theory has the effective function and ought to be used to guide the junior English reading teaching can be reached.