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reading in order to broaden theirinformation store.Schema Theory was applied successfully to the process of teaching English reading in the westernin the 1960s, which gives us this new theory. Now schema theory extends its fields from philosophy topsychology, cognitive science and foreign language teaching fields. In the field of foreign languageteaching, many researchers apply schema theory to reading, listening and translation. And many studiesshow that schema theory plays extremely important role in reading comprehension. It not only advances thereader’s understanding for the text, but also improves the learner’s efficiency of reading comprehension.It’s important to adopt this theory to English reading to improve students’ comprehensive ability.According to the students’ English levels，the reading passage, the reading purpose and requirement,the instructors can use three different reading models: bottom-up model, top-down model and interactivemodel.The author devotes the effort to study the relationship between schema theory and EFL readingcomprehension and what kinds of activities are most available in reading instruction. The author also showsthat as a result of schema-theory- based reading activities, students become more and more confident andinterested in English, and use much more consciously reading strategies.
　　

　　CHAPTER THREE RESEARCH .................................... 26-34
　　    3.1 Research Questions and Objectives................................... 26
　　        3.1.1 Research Questions................................... 26
　　        3.1.2 Research Objectives................................... 26
　　    3.2 Hypothesis of the study ...................................26-27
　　    3.3 Research Materials and Methods................................... 27
　　        3.3.1 Research Materials................................... 27
　　        3.3.2 Research Methods ...................................27
　　    3.4 Research Subjects................................... 27
　　    3.5 Research Instruments................................... 27
　　    3.6 Experimental Procedure ...................................27-32
　　        3.6.1 Sample teaching example1 in the ................................... 28-31
　　        3.6.2 Sample teaching example 2 ...................................31-32
　　    3.7 Data Collection................................... 32-34
　　        3.7.1 Data Collection from the Questionnaire ...................................32-33
　　        3.7.2 Data Collection from the Pre- and ...................................33-34
　　CHAPTER FOUR RESEARCH RESULTS AND................................... 34-38
　　    4.1 Results and Discussion of Questionnaires................................... 34-36
　　        4.1.1 Analysis of Students’ Confidence in English ................................... 34-35
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