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6.1 Implication
During the teaching period, the author conducted the questionnaire, interview,Classroom experiment and pre-test and post-test. From the teaching experience and thestatistical analysis, the author draws the following implication:1. Changing the traditional teaching classThe teacher should not only rely on the translation method and teacher-centered classbut to create a class instructed by teacher and centered on students. The schema-orientedteaching class can better help students to think and analyze reading problems.2. Building motivationThe purpose of reading is to acquire information and do the communication. A goodmotivation can help students to read more effectively and deeply. The various activities inthe schema-oriented class can cultivate reading interest and motivation.3. Enhancing the awareness of reading strategyStudents’reading strategies should be trained to fully play their principal role in theirstudy. And they might vary their reading skills on the basis of different article genres ortheir reading goals.

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Conclusion

The thesis mainly research the application of schema theory in English readingteaching. In literature review, we know the definition of various schemata and theirfunction. Reading is a complicated process, and it means to activate and build schemata.Reading is processing by 'bottom-up model', 'top-down model' and 'interactive model'.The 'bottom-up model' is to complete the reading according to linguistic information andthe 'top-down model' is to activate the formal schema in mind. The interactive model isto both use 'bottom-up model' and 'top-down model'.The thesis also conduct the experimental research to prove the positive influence ofschema-oriented reading teaching method. The research was conducted in two classes bythe ways of questionnaire, interview, pre-test and post-test. The most important part is thepre-test and post-test. Before the experiment in these two classes, the pre-test is conductedto make sure the two classes have similar reading level. During the experiment, theschema-oriented reading teaching method is applied in experimental class and thetraditional teaching method in control class. At the end of three months' experiment, thepost-test is conducted. The result of pre-test and post-test is analyzed by SPSS 17.0. Afteranalysis, the author do the following conclusion: the EFL reading instruction based onschema theory can achieve more efficiency in developing students’reading skill.Therefore, in order to better train the reading ability of senior high school students,the enhancement of linguistic schema, content schema and formal schema is significant.
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References (omitted)