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ma Theory
In this chapter a literature review relevant to the study was given. It introduces theschema theory in details at first, including the definition, development and classification ofthe schema theory, especially the previous studies on schema theory and the application ofthis theory at home and abroad. And then it illustrates reading in detail, including the natureand the different models of reading. Finally, this chapter also discusses the relationshipbetween schema theory and reading.Schema theory has been defined in different ways in history, but there are some commonfeatures for it.“The concept of schema or schemata (plural form)is used to be a psychological term thatfirstly appeared in Greek philosophy”.[1]The concept of schema often is used bypsychologists, cognitive psychologists and linguists to explain the interaction of the keyfactors that affect the process of understanding. In simple terms, schema theory declares thatall knowledge is organized based on units. And information is stored in the units ofknowledge, namely schemata. Therefore, a schema is a general description of theunderstanding of knowledge, or a conceptual system of explaining how knowledge to beillustrated and to be used. This theory advocates that schema refers to the knowledge ofconcepts.
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2.2 Reading
According to the different psychological, linguistic and pedagogical point of view, thedefinition about reading is different at different ages. Goodman (1965)’s psychologicalreading process theory advocated that any effective reading process includes decodingcommon lexical and syntactic knowledge by using reading strategies. Goodman (1967)proposed “Reading is a complex process of psycholinguistic guessing game.”[9]With the helpof psychological linguistics theory, he divided the complicated psychologicalprocess—reading into four stages: experience (the preliminary impression of the text),prediction (to predict according to the full information obtained, verification (to testify theresult of prediction according the detailed information in the text) and affirmation ormodification (to affirm or modify the result of prediction according to the information in thetext). To sum up, the purpose of reading is not to analyze the structure of language, but toobtain information. Reading is a psychological process, a process of learning and usinglanguage and a psychological prediction process in which readers make the cognitiveconstruction of the text. Therefore, reading is the linguistic activity by which to activelyacquire information and to communicate. Clarke and Silberstein (1977) thought that moreinformation came from the reader rather than the written language during reading. Richard(1997) thought second language reading is such an interactive process, in which readers usetheir background knowledge, lexical and grammatical consciousness, and their nativelanguage knowledge to understand the written language. To sum up, reading comprehensionis a conscious process in which the readers construct the meaning of the reading materials. Itis a quick, effective, interactive, flexible and purposive process.
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Chapter Three Research Design.... 16
3.1 Hypothesis........ 16
3.2 Subjects ...... 16
.3 Treatments........ 16
3.3.1 Reading Teaching Plan........ 16
3.3.2 Six Steps of Schema strategy Training....... 17
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