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ctive .........17
3.2 Subjects .........17
3.3 Instruments....17
3.3.1 Tests .......17
3.3.2 Questionnaire .....18
3.3.3 Interviews.....18
3.4 Research Procedure.........18
3.4.1 Three Stages for the Experiment ......18
3.4.2 Class Instructions to the Experimental Group....19
3.5 Results and Analysis .......23
Chapter Four Discussion and Suggestions for Teaching Reading.........33
4.1To Activate Students’ Enthusiasm for Reading ....33
4.2 To Lay a Solid Foundation ....34
4.2.1 Enough Vocabulary ........34
4.2.2 To Understand the Structure of the Sentence .....35
4.3 To Enrich the Content Schema....36
4.4 To Activate Known Schemata in All Kinds of Ways.......39

Chapter Four Discussion and Suggestions for Teaching Reading

4.1To Activate Students’ Enthusiasm for Reading
According to the schema theory, the process of reading involves the reader and the readingmaterials. In reading the reader is not a passive receiver but a participant. The reader processes theliterature on the basis of acquired schemata, at the same time he will modify his schemata afterseeing new information to form new schemata. However, in traditional reading teaching studentshave been used to the teaching model centered on the teacher and been used to be passivereceivers in reading teaching. Furthermore, most students are not interested in reading and have alow score of reading, and they all lack of the enthusiasm of reading. So, to improve the efficiencyof reading teaching and understanding, except being the organizer, prompter, guide in readingteaching the teacher should also activate students’ enthusiasm of reading. The teacher could do thefollowing work:Teachers should give time of study back to students. In teaching, the teacher could select somesimilar reading materials for students to read, and it would help students to consolidate what theyhave learned in class. Furthermore, the teacher may choose some more proper reading materialsfor students to make them confident of their own reading. In addition, students are not only theteaching target, but also the subject. Usually, the teacher would ignore the reality that students arethe subject, and the teacher puts too much time into teaching and deprives the training andpracticing time of students. So the teacher should reduce the time of teaching and give more timeto students for training and practicing, and put students as the subject. In reading teaching, theteacher should not act as the translator of students but should guide, inspire students to let themfinish reading by themselves.
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Conclusion

The purpose of this paper is to study English reading teaching from the perspective of "theschema theory" for freshmen: some basic definitions about schemata and the relation between "theschema theory" and reading are testified in study. Based on the empirical study, it is proved thatusing "the schema theory" in English reading class is effective to improve students reading ability.Methods of experiment, test, questionnaire and interview are adopted in the study and thefollowing major findings are revealed as follows:
1. English reading teaching based on "the theory of schemata" tends to inspire students'interest in reading and motivate students.
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