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y (andperhaps imperfectly) acquired (Odlin 2001: 27). Transfer in this thesis refers to theinfluences that the reader's previously acquired knowledge have on the new knowledgelearning. And this previously acquired knowledge refers to the reader's backgroundknowledge.

Chapter 3 Methodology.................... 27-34
    3.1 Participants ..................27
    3.2 Instruments.................. 27-29
    3.3 Procedures.................. 29-31
    3.4 Data collection and analysis ..................31-34
Chapter 4 Results and Analysis.................. 34-49
    4.1 Findings in self-efficacy ..................34-36
        4.1.1 The general situation of self-efficacy.................. 35
        4.1.2 Gender difference in self-efficacy.................. 35-36
        4.1.3 Difference in self-efficacy between high-leve.................. 36
    4.2 Findings in English writing achievements.................. 36-39
        4.2.1 The general situation of English writing achievements.................. 37-38
        4.2.2 Gender difference in English writing achievements ..................38-39
    4.3 Findings in the relationship between self-efficacy..................39-49
Chapter 5 Discussion ..................49-56
    5.1 Discussion on self-efficacy.................. 49-50
    5.2 Discussion on English writing achievements ..................50-52
5.3 Discussion on the relationship between self-efficacy.................. 52-56

Conclusion

The thesis puts transfer theory into practice, and it also studies transfer theory froma detail perspective-background knowledge transfer. Compared with the traditionalEnglish reading teaching, reading teaching under the guidance of transfer theory canactivate students' motivation and enlarge students' knowledge. The usage of transfertheory in English reading teaching can change the teachers and students' attitude towardthe relationship between the background knowledge of the reading material and thetraditional view of transfer, thus gives a new thread for English reading teaching. Thestudy on the application of transfer theory to English reading teaching in junior highschool highlights the importance of background knowledge transfer, which givesresearchers a point of view to study the relationship between transfer theory andbackground knowledge.
As the result of the experiment shows, the application of transfer theory to Englishreading teaching in junior high school achieves success, especially the application ofbackground knowledge transfer in this study. Background knowledge plays a crucialrole in improving students’ reading competence according to the study. The morebackground knowledge about the reading text the students have, the easier theyunderstand it. The usage of background knowledge transfer is beneficial to Englishteachers' reading teaching as well as to the improvement of students' readingcompetence.In this thesis, background knowledge transfer does give the researchers a freshperspective in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。