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ing interests. As is shown in theTable 4-1, the first question is to investigate whether students like English or not. Half ofthe students in CC and 47% of the students in EC choose “don’t like” and even about onethird of the students in each class do not like English at all, which means lots of studentsare not fond of English reading before the experiment. Question 2 is designed to knowabout whether the students realize the importance of reading. More than one third of thestudents in two classes separately recognize the important role of reading, while morestudents in two classes hold the opposite view. Moreover, according to the answers to thethird question, which is planned to test students’ attitudes toward extracurricular reading,72.9% of the students in CC “seldom” or “never” read English extracurricular materialsand the similar proportion of the students do not like to read English materials in EC.

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Conclusion

After one term long experiment, the results show that the applying of schema-orientedteaching method to senior high school is more effective on students’ reading than that ofthe traditional method. Some findings are concluded as follows:Firstly, students are faced with a plight that English reading is important, but they donot have much interest and do not master useful strategies to read. The pre-questionnaireshows that: under the guidance of the traditional reading teaching method, students pay toomuch attention to recite new words and grammar, and ignore to refer to the contextbackground knowledge to solve questions. Students do not have suitable reading strategiesso as to they can not comprehend the meaning of the whole text fast and efficiently. Thetraditional English reading class is teacher-centered and in the control of teachers, studentsare always in the negative and passive state to receive knowledge, which lowers theirlearning enthusiasm.Secondly, schema-oriented method improves students’ reading interests and helps todevelop good reading habits. According to the post-questionnaire in EC, the students agreethat they have more positive attitude towards English reading than before. Moreover, theanalysis of the face-to-face interview also indicates that the new method stimulatesstudents’ learning interests and motivates them to read more extracurricular books to widenhorizon. The post-questionnaire and interview help to explain the students’ reading abilityhas improved.
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Reference (omitted)

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