Use of Schema Theory in the Teaching of Reading Comprehension
DOI:
https://doi.org/10.63313/ESW.9068Keywords:
Schema theory, Reading comprehension, English reading teachingAbstract
Reading ability is one of the most important skills a student should have. In traditional reading instruction, the emphasis is placed on breaking down sen-tences and words to grasp the meaning of a passage, which often renders stu-dents passive learners. This method greatly impedes the development of their communicative competence. The principles of schema theory reveal that read-ers rely on their pre-existing knowledge to make sense of texts, with compre-hension emerging from the interaction between new information and the reader’s mental schemas. Therefore, by introducing schema theory and its rela-tionship with English reading, this essay discusses the practical application of schema theory in senior high school English reading teaching. Building on this foundation, the study explores ways to expand linguistic schemata, stimulate content schemata, and refine formal schemata. It proposes specific English reading instruction methods and strategies to help students effectively con-struct and activate schemata, thereby enhancing their reading proficiency.
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