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摘要：Therefore, it is necessary and significant to know whether teachers in China'scolleges have paid attention to activating and complementing students' schemas so as tohelp them have better understanding, instantiating students' schemas during reading andhelping them to consolidate，modify or reconstruct these schemas.

should be taken into consideration.
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Chapter Two Literature Review

2.1 Schema Theory
Schema Theory roots in areas of philosophy, psychology, computer science andcognitive information process. It has been defined in various ways and from differentperspectives, but there are features in common. Schema Theory is a theory aboutknowledge basically, and it is also a theory about how knowledge is used, or therepresentation of knowledge. According to the theory, experiences are interpreted andstored in memory in general mental structures known as scripts or schema. Those mentalstructures, developing from repeated experiences which share common traits, consist of amental representation of the common features and relationships of those experiences.Schema Theory has been used in reading areas and provided much effective implicationto the teaching of foreign language reading. The word schema (with schemas and schemata as its plural form) derives fromGreek, with its meaning transforming from “appearance and image” to “description of themost generally essential characteristics, or sketch, outline and abstract image.” Theconcept of schema would date back to Plato and Aristotle (Mashall, 1995), while Kant isgenerally considered to be the first one who introduces this word to philosophy area andto refer to schema as organizing structures that mediate how we see and interpret theworld (Johnson, 1987). According to Kant (1781)，a schema is the procedural rule bywhich a category or pure, non-empirical concept is associated with a mental image of anobject.
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2.2 Reading Comprehension
This part would put emphasis on introducing definition of reading, process ofreading and models of reading respectively. People from various disciplines have tried to define reading. A closer look of thedefinitions may reveal that they are not really contradictory as other claims are. Each ofthem is just concentrating on one particular part of the reading process.Clay (2001, qtd. in Charlton，2005: 24) gives a definition to reading that “reading isa meaning-making, problem-solving activity that increases in power and flexibility themore it is practiced”. Afflerbach (2007: 47) argues that “reading is the act of constructingmeaning from text”. According to Afflerbach (2007), readers use skills, strategies, andprior knowledge, all of which are developmental in nature, to understand what they read.According to Goodman (1967，qtd. in Carrel I, Devine & Eskey, 1988: 9)，“reading isa receptive language process"'. It is a psychological process because it begins with alinguistic surface representation encoded by writers and ends with meaning that readersconstruct. Therefore there exists an essential interaction between thought and language inreading. Writers encode thought as language and readers then decode language to thought.
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Chapter Three Theoretical Framework....... 17
3.1 Schema and Three Reading Phases in Reading Process....... 17
3.2 Pre-reading Activities to Activate and Construct Schema....... 18
3.2.1 Previewing .......19
3.2.2 Semantic Mapping....... 20
3.2.3 Questioning....... 21
3.3 While-reading Activities to Instantiate Schema.......22
3.3.1 Skimming, Scanning and Detailed Reading .......23
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