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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-20编辑:lgg点击率:3977
论文字数:36200论文编号:org201406201144111171语种:英语 English地区:中国价格:$ 66
摘要:According to schema theory, reading includes not only the process of languageunderstanding started from words but also the process of overall cognition of the readingmaterials.
Chapter Four Results and Discussion
Chapter three is on the design and steps of the research, which puts forward the modelsof schema strategy training and its application in college English reading teaching practice,whose purpose is to prove the effectiveness of the schema strategy training. This chapterfocuses on analyzing the results of the study. Questionnaires are distributed to 80 students oftwo groups and are taken back completely. Group A includes 40 students of two classes(level-based class band two) with comparatively high English proficiency and group Bincludes two classes (level-based class band one) with comparatively low English proficiency.Before and after the experiment, students of the two classes were measured in the pre-test andthe post-test respectively. The purpose of the pre-test is to test whether the participates’English proficiency is generally on the same level; the purpose of the post-test is to prove thatcollege English reading teaching under the guidance of the schema theory is superior orinferior to that under the guidance of the traditional grammar translation method. In order toprove the reliability of the schema training strategy, a brief interview is conducted at the endof the experiment, and the result of the interview is also analyzed at the end of this chapter.
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Conclusion
The main purposes of this study were to examine the effects of the application of schematheory in college English reading teaching on improving students’ reading comprehension.The results of the research suggest that although there is remarkable difference in the resultsof group A. So the conclusion can be drawn that the application of schema theory in collegeEnglish reading teaching can help students, especially those students with comparatively highEnglish proficiency, to activate the related schemata in their brain, which can affect students’English acquisition and reading comprehension. These findings will provide suggestions forpractical college English teaching. Based on the discussion above, the author believed that the schematic teaching methodscould have been helpful for students’ successful reading activities. In comparison with thetraditional teaching method, the schema-oriented teaching method might improve students’reading comprehension ability and the quality and efficiency of college English teaching.This kind of experimental teaching revealed some positive outcomes of schema-orientedteaching methods in reading class. The implications that can be drawn from such teachingmethods are as the following.
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