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he Class 22 (see 5.6.1 and Appendix 1) indicates that mostparticipants are used to the traditional grammar-translation teaching method. Theyregard reading as a passive way to understand the literary meaning of the text byreceiving the written signal，decoding and processing the text with the help ofvocabulary and grammar knowledge，which is known as the bottom-up model. Whenstudents find it difficult to transfer the language knowledge into their communicativecompetence after a long time's language learning, they inevitably avoidcommunication, which is totally contrary to the requirements of The High SchoolEnglish Curriculum.Many factors contribute to this common phenomenon. First，most teachers inrural schools have no easy access to the latest reading theories due to manylimitations. As a result, they lack systematic knowledge of the nature and process offoreign language reading. Second, the traditional reading theories and TEFL habitsdominate the teaching of reading. Last but not least，many teachers pay attention tothe forms instead of the main ideas of the texts by indulging themselves in explainingindividual words and sentences in class because they believe that only by adoptingthis teaching method can their students get high scores in the entrance examination.

　　
　　1.4The Objective and Significance of the Study研究的意义和目标
　　The ultimate goal of TEFL reading is more than the teaching of vocabulary andgrammar. Meanwhile, The High School English Curriculum requires the students tograsp the textual meaning. Some theories in discourse analysis can be applied to theTEFL reading to help the students work out the textual meaning，and logicalrelationship between sentences. So far，a large body of research has been conductedon the thematic structure and the nature of reading. The author of this paper，a formerhigh school teacher in the rural area，conducted an experiment and a case study in arural high school by applying the thematic theory to the English reading class in orderto help the students have a better understanding of the logical relationship，the frameand main idea of the text，the writing purpose and so forth.

　　
　　1.5The Framework of the Study研究结构
　　This paper is composed of five chapters. Chapter one introduces the importanceof TEFL reading, the requirements of English reading ability for senior High Schoolstudents，the current situation of TEFL reading in a rural high school and the purposeand significance of the study. Chapter two is a literature review of reading，teachingreading and researches on the related filed. And reading theories such as Bottom-upModel，Top-down Model，Interactive Model and Schema-theoretic Model，andthematic theory are mentioned to provide the theoretical framework for the study.Chapter three describes the application of thematic theory in TEFL reading in a ruralhigh school by giving a sample of teaching plan in the experiment. Chapter four, themain body of the study，discusses the research methods adopted in this study，procedure of the research，and collection and analysis of the data. Chapter five isabout the findings and limitations of the research and implications for future study.

　　
　　Chapter Three The Application of Thematic ............................................ 26-37
　　    3.1 Warming Up ........................................... 27
　　    3.2 Predicting the Main Idea ......本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。