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uld be regarded as the further exploration of the two research questions.In a word,this study seeks to create a new type of English reading class that caneffectively improve senior high school students’reading performance and readingability;meanwhile,it also provides some experience and reference for Englishteachers at work and lays a certain foundation for further research.

Chapter Two Literature Review

2.1 Theme-based Instruction Model

In this part,the relevant definitions of the theme-based instruction model arepresented first,and in the light of these definitions,the author gives the definition ofthis model for the study.Moreover,the characteristics of the theme-based instructionmodel are introduced in detail.Finally,the approach to the theme-based instructionmodel is listed to demonstrate the validity and practicality of this model.

2.1.1 Definitions of theme

The concept of theme is used in both daily life and scientific fields.Theme,as aconcept in the scientific fields,is widely applied in philosophy,literature,art andother areas.Additionally,it can also be applied in teaching area.Dou(2004)said thattheme in pedagogy is neither the theme of ideas nor the theme of writing,but thetheme contained in culture,which is the trigger,resonance and excitement point thatconnects students’spiritual world and real life.In Liu’s(2005)opinion,theme is thewriting intention of the text,which refers to the writer’s ideas expressed through allthe materials and expressions of the text.Feng(2006)defined theme as every learningactivity has its corresponding teaching objectives,which points to some centralcontent.According to Su(2013),theme is a thought or idea that the writer conveys tothe reader through the information contained in language,symbols,etc.Song(2015)pointed out that theme is the core of the cohesion,integration and governance of theelements of the instructional system that support each other and work in concert to maximize system function.

2.2 Previous Studies on Theme-based Instruction Model at Home andAbroad

In this part,there are some relevant studies on the theme-based instruction modelat home and abroad so that the author can further explore its practical value.

2.2.1 Previous studies on theme-based instruction model aboard

A number of foreign scholars applied the theme-based instruction model toEnglish language instruction as a way to investigate the effects of the model onstudents’English language learning(Kasper,1997;Ruth,1998;Banegas,2012; Khwanchit&Atima,2015;Yougen,2015).

In the end of last century,Kasper(1997)showed that the theme-based instructionmodel not only improved students’English language proficiency,but also facilitatedtheir performance in academic courses at university.This study provided evidence forthe impact of the theme-based instruction plans on ESL students learning.Subsequently,Ruth(1998)carried out an experiment applying the theme-basedinstruction model to a reading class and showed that students in the experimentalgroup improved their reading performance by 16%,while students in the controlgroup,who took the traditional teaching approach,improved their readingperformance by only 4%.

Chapter Three Theoretical Bases ................................. 24

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