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xplained textanalysis patterns of English reading teaching in Chinese context from the perspectiveof demonstrating the defects of schema reading theory. It is found that this textanalysis theory can be used in English reading teaching,and students couldcomprehend the text better. It can play vital importance to mobilize students’enthusiasm and initiative, and cultivate their self-study ability, independent readingability and language ability of application. All these ability is the final purpose thatteachers hope students could have after reading class.

CHAPTER THREE THEORETICAL FOUNDATION........................13

3.1 The Definition of Core Concepts.......................... 13

3.1.1 The Definition of Text.................................13

3.1.2 The Definitions of Text Analysis........................14

CHAPTER FOUR RECEARCH DESIGN..................................31

4.1 Research Question...........................31

4.2 Research Hypothesis............................ 31

4.3 Participants.....................31

CHAPTER FIVE RESULTS AND ANLYSIS.................... 50

5.1 Results and Analysis of Questionnaire..................50

5.2 Results and Analysis of Experiment..................................55

CHAPTER FIVE RESULTS AND ANLYSIS

5.1 Results and Analysis of Questionnaire

This part mainly answers the first research question through the analysis of thequestionnaire data. The core of the two questionnaires is to check whether studentsmay change the answer before and after the experiment. In this way, we can clearlygrasp whether the reading teaching guided by text analysis can help students form thehabit of using text analysis in English reading. A total of 108 questionnaires were sentout, and all of them were recovered. 100 questionnaires were valid in the interim.SPSS 24.0 is used to sort out and count the data collected, and the percentage ofpeople with each question option is calculated.

The questionnaire are tested by SPSS 24.0. There are 100 valid questionnaires totest reliability and validity and 8 invalid ones are abandoned. In Table 7 it showsdetailed information about the pilot test. Cronbach’s alpha coefficient is 0.927 inTable 8. Frankly speaking, when Cronbach’s alpha coefficient > 0.8, the reliability ofthe questionnaire is in the best position. What’s more, the reliability is higher with theincrease of coefficient. Thus, the questionnaire has high reliability. Generallyspeaking, if the KMO reaches 0.8 and Sig<0.05, the questionnaire has high structuralvalidity. Table 9 shows the KMO is 0.807 and Sig. is 0.000, which indicates that thestructural validity of the questionnaire is high. The high reliability and validity signifythe questionnaire is valid to investigate students’ textual awareness and the textanalysis in English reading.

CHAPTER SIX CONCLUSION

6.1 Major Findings

According to the results of questionnaire and interview, the main findings of thisstudy are as follows. The results are presented from two research questions.

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