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Chapter Two Literature Review

2.1 Overview of schema theory
From the point above, we knowthat schema is the primary element in the cognition process of human being and it plays animportant role in the information processing. It originates from the Gestalt psychology. Thegestalt effect is the form-generating capability of our senses, particularly with respect to thevisual recognition of figures and whole forms instead of just a collection of simple lines andcurves. Plato elaborated the Greek doctrine of ideal types, such as the perfect circle that existsin the mind but which no one has ever seen (Parviz, 2003). Kant further developed the notionand introduced the word schema. Bartlett developed the schema construct in the 1920s, whilethe idea had its main input on cognitive psychology and cognitive science in 1970s and 1980s(Brewer, 1999). In Bartlett eyes, if the input or information is inconsistent with the givenschemata, comprehension is usually distorted in the direction of schemata, it is difficult to fitthe input or information into our existing schemata and subsequently tend either not tounderstand it or to “normalize” it, altering its details until it is congruent with the existingschemata (Carrell, 1984). Later on, it is artificial intelligence field, schemata are positionedcrucially. Rumelhart (1980) went further. He encouraged their characteristics in detail, such aspredictability, variability, and embedment, representation, cognitive unit, adaptability,stratification, categorization, and so on.
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2.2 Schema theory in teaching ESL/EFL reading
Reading in either first or second language is of vital importance. Goodman (1970:260)claimed that reading involves partial use of available minimal language cues selected fromperceptual input on the basis of the reader’s expectation and while processing the selectedinformation tentative decisions are made to be confirmed, rejected or redefined as readingprocess. Reading is a cognitive task. It is known that reading is a complex and complicatedintellectual process in human mind. When reading, readers are constantly raising questions andsearching for the answers with “their intuitive knowledge of language and other cognitiveprocesses to construct meaning for written language they perceive” (Lamb & Amold, 1988:51).Nunan (2001:249) holds that “reading involves processing ideas generated by others thatare transmitted through language, and also involves highly complex cognitive processingoperations”. Smith (1986:2) claimed that “an understanding of reading cannot be achievedwithout consideration of the nature of language and various operating characteristics of thehuman brain.” From the explanations above, we know that the process of reading isaccompanied with comprehension.
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Chapter Three Research Design and Methodology......16
3.1 Participants.....16
3.2 Instruments.....16
3.2.1 Test paper.........16
3.2.2 Textbook.......17
3.2.3 Questionnaire.....17
3.2.4 Interview.........18
3.2.5 Software SPSS 13.0.....18
3.3 Method of this study........18
Chapter Four Teaching Procedure and Data Analysis.........20
4.1 Teaching procedure....20
4.1.1 Planning reading lessons in a general form.....20
4.1.2 Planning reading lessons in three steps.......23
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