英语论文哪里有？本研究的实验前问卷调查结果显示，学生课外阅读的平均量并不显著。阅读量越大，学生所能吸收的图式知识就越多，如果他们缺乏与所读材料相关的图式，他们就很难理解内容。因此，教师应鼓励学生广泛阅读，阅读不同体裁、叙事风格和主题的文本，以增加他们的图式知识。
CHAPTER ONE INTRODUCTION
1.2 Research Significance
(1)Theoretical significance
Through reading and organizing relevant literature in China and abroad,it canbe found that a lot of research and practice about applying schema theory to Englishreading teaching have been conducted by scholars and teachers.In consequence,schema theory has been applied to English reading teaching sufficiently,and manyuseful results have been received.However,there are few empirical studies aboutapplying schema theory to the promotion of English reading literacy with students inGrade seven as the target group.Based on the previous studies,an empirical study isconducted in this thesis to confirm the validity of the application of schema theory toEnglish reading teaching in order to promote students’reading literacy.It furtherenriches the theory of reading teaching,and provides new theoretical support to thethesis and research angles of view for the model of English reading teaching injunior high schools,broadening the research outreach and enriching the theoreticalvision and connotation.
(2)Practical significance
Firstly,building bridges between existing schemata and new schemata forstudents through the research on schema theory can help students to activate,construct and consolidate the three schemata,to better master reading skills andimprove their English reading literacy.Secondly,constructing the process of Englishreading teaching based on schema theory systematically and proposing specificmeasures for applying schema theory to English reading teaching in junior highschool,therefore,reference significance is provided for the training of teachers withadvanced teaching concepts.
CHAPTER THREE RESEARCH DESIGN
3.1 Research Questions
This study applies schema theory to the teaching of English reading in juniorhigh school,aiming to answer two questions.
(1)What is the effect of schema theory on students’reading character after it isapplied to English reading teaching?
(2)What is the effect of schema theory on students’reading ability after it isapplied to English reading teaching?
The experimental subjects,test subjects and questionnaire subjects are all 101students from two classes of Grade 7 in a junior high school.Class 1 Grade 7 ischosen as the experimental class,including 50 students.Class 2 Grade 7 is thecontrol class with 51 students.Six students with different academic performances inthe experimental class are interviewed,two of whom are high achievers with gradesbetween 40 and 50,two are medium achievers with grades between 30 and 40,andtwo are low achievers with grades below 30.All the students are about 13 years old,they have already studied English for four years in primary school and haveaccumulated a certain amount of knowledge in their brains,so they could accept theapplication of schema theory in English reading teaching and guarantee the smoothimplementation of this research.
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of Questionnaires
To verify the effect of English reading teaching based on schema theory inenhancing reading character,the author analyzed the questionnaire data from the twoclasses before and after the experiment through an independent samples t-test byusing SPSS 21.0 to demonstrate whether there was a significant difference instudents’reading character between the two classes,and elaborated on the specificdifferences.
4.1.1 Results and discussion of pre-experimental questionnaire
Before the experiment,the author first conducted the reliability and validityanalysis of the questionnaire and the results were as follows.
4.2 Results and Discussion of Tests
In order to verify the effect of English reading teaching based on schema theoryin improving students’reading performance,a pre-test and a post-test of theexperimental and control classes were conducted.After the tests were completed,thepre and post-test results of the two classes were analyzed by independent samplet-test and paired sample t-test through SPSS to prove whether there was a significantimprovement in the reading performance of the students in the experimental class.The test data were analyzed using a percentage system for statistical convenience.
4.2.1 Results and discussion of pre-experimental test
Before the experiment,the author measured the reliability and validity of thepre-test and the results were as follows.
According to Table 4-13 and 4-14,the Cronbach’s alpha of the pre-test is 0.755and the KMO value is 0.622,this indicates that the reliability and validity of the testpaper are feasible.
CHAPTER FIVE CONCLUSION
5.1 Major Findings of the Research
The major findings of this study are mainly reflected in the effects on readingcharacter and reading ability.
5.1.1 The effects on students’reading character
Firstly,the results of the questionnaire show that the reading character values ofthe students in the experimental and control classes before the experiment arecomparable,and there is no significant difference between them.However,after theexperiment,there is a significant difference between the experimental class and thecontrol class.The students in the experimental class have a significantly higherreading character than the students in the control class.This indicates that readingteaching based on schema theory can significantly improve students’readingcharacter.
Secondly,the questionnaire and interview data show that the students’Englishreading characters are improved in terms of their reading habits and readingexperience.After the application of schema theory to reading teaching,students inthe experimental class begin to learn to use different reading methods,such asadopting different reading strategies for different purposes,guessing the meaning ofwords through context,and using prior knowledge to analyze the structure of the textand understand its content.More and more students are interested in English readingand are increasing the number of times they read and the amount of time they spendin reading.In addition,most students have changed their attitudes toward theimportance of reading and are willing to actively share their reading experiences andgains with others.
reference(omitted）
