摘要:本文是一篇英语教学论文范文在高等教育院校中,阅读理解是一个重要的技能和学习目标,根据2000年国家教育部发布的基本要求,阅读能力是学生能否通过考试的最关键因素,然而,然而,高等院校学生的英语阅读理解水平普遍较低。在与传统有别的教学环境下,学习者不能培养学生的自主性。
it has promoter action in reading theory study. But it exaggerates obsessively the role of background knowledge, ignoring skills of grasping vocabulary, grammar, ect.
3.3.3 Interactive model
Rumelhart (1977:13) puts forward interactive model in view of shortcomings of previous models. He thinks reading is not only bottom-up or top-down, but a complicated interactive process of every kind of knowledge including vocabulary, grammar, and sentence interweaving together. It not only has using and handling of language knowledge, bout also has using and handling of background knowledge.
In reading process, a series of abilities on different levels takes into effect. For example, a reader recognizes words and pareses by stored vocabulary, using syntactic knowledge to analyze sentences, using context knowledge and background knowledge to understand author’s meaning. In reading process, the reader makes use of every kind of possible element to harmonize reading comprehension, and combines them together organically. It is to take shape of reading work system.
3.3.4 Theory of Schema
Theory of schema and interactive model has a lot in common. All of them emphasize the importance of background knowledge. In the last few decades, research emphasis of reading theory focuses on theory of schema. Theory of schema was put forward by F. C. Barlet in 1930s. Barlett(1932:34)believes schema is response and positive arrangement of fore passed experience. However, theory of schema was paid close attention in 1970s. Representative figure in this period is Rumelhart(1980:13), he gives a definition of theory of schema as interactional knowledge structure series or cognitive composition. When entering into 1980s, psychological linguists applies theory of schema to foreign language teaching thus reading theory of schema forming.
Reading theory of schema refers to schema is the basis of cognition, and it is frame stored in brain using to express concept. Before a person receives new information, he has stored unnumbered information, namely, schema. It includes foregoing experience, fact and knowledge which have been taught already. They processes in some ways, and be stored classified in brain, to constitute schema net. And it gives readers intelligible reference, to let reading material being accurate understanding
In reading process, readers will adjust schema well. They envision, inspect, verify, confirm and amend information which reading material gives. When some component elements of schema and passage information have interrelation, readers can understand information. Otherwise they will misunderstand or totally can not understand the meaning of passage. Thus reading impediment occurs.
Chapter 4 Methodology
Chapter 4 includes the research questions, subjects selected, instruments, research procedures and data collection analysis of this study.
4.1 Research Questions
The author chooses 67 participants from air service major in sophomore year of Wuhan Vocational Technical College as a case, and divide them into experimental and control groups. Both the experimental and the control groups follow the normal syllabus. Moreover, the students in the experimental group also received the metacognitive training
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