英语论文网

s learning consciousness and use learners’ background knowledge tocomprehensively develop reading comprehension based on the discourse. Xiong Lijun( 2006) concludedthe recent popular reading theories and skills, and stressed that English reading teaching in university can’tbe simplified, and should be regarded as a complex process of cognitive, that’s interaction between thereaders and the text. Gu Ye(1998) discussed the schema theory’ effect on English reading teaching from theaspects of teaching content, teaching important points, teaching process, teaching material arrangementand so on. Zhang Lina(2006) made comparison and analysis about the schema theory and content theory inEnglish reading teaching, build tridimensional reading teaching theory combined psychology andpragmatics. Cong Rizhen(2006) discussed the function of ostensive-inferential to English reading teachingin relevance theory.
.........

Chapter Three Theoretical Basis....16
3.1 Constructivism........ 16
3.1.1 Introduction of Constructivism..............16
3.1.2 Constructivism and Reading....... 17
3.2 Schema Theory........18
Chapter Four Research Methodology.......19
4.1 Research Questions............19
4.2 Subjects......... 19
4.3 Research Instruments........19
4.4Procedures of Experiment.............21
4.5 Data Collection........25
Chapter Five Data Analysis and Discussion........33
5.1 Data Analysis and Discussion of the Questionnaires.............33
5.2 Data Analysis and Discussion of the Tests........37
5.3 Data Analysis and Discussion of the Interview...........40

Chapter Five Data Analysis and Discussion

5.1 Data Analysis and Discussion of the Questionnaires

47 students in the CC and 49 in the EC taken part in both the first-questionnaire and thesecond-questionnaire.The first-questionnaire was conducted before the experiment and thesecond-questionnaire was employed after the experiment. The items and classification are the same in thefirst-questionnaire and the second-questionnaire. The questionnaire was used to find whether students’learning strategy in reading class has improved after using the interactive reading model. There were 22questions individually in first-questionnaire and second-questionnaire. These questions was divided intofour aspects, which include the memory strategy, cognitive strategy, affective strategy and social strategy.All the students in the CC and in the EC gave response to the survey.

..........

Conclusion

The thesis talks about the application of the interactive reading model for reading teaching andlearning. For most teachers only focus on the knowledge itself like grammar and vocabulary, but theyignored the importance of cultivating students’ reading strategy in English learning, which cannot trulyimprove students’ reading ability. According to this problem, the author tries to apply the interactivereading model which can overcome the weakness of the former teaching method and improve students’reading ability.The students’ learning strategy in reading and reading achievement has improved after theapplication of the interactive reading model. Compared with the traditional reading teaching method, theinteractive reading model is more appropriate for students.According to the first-questionnaire, it can be concluded tha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。