Schema Theory and College English Reading Teaching

Autor/inn/en	Zhao, Xiaoguang; Zhu, Lei
Titel	Schema Theory and College English Reading Teaching
Quelle	In: English Language Teaching, 5 (2012) 11, S.111-117 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Schemata (Cognition); Learning Theories; English (Second Language); Second Language Learning; Reading Processes; Second Language Instruction; Reading Improvement; Reading Interests; College Students; Asians; Reading Rate; Reading Skills; Reading Instruction; Teaching Methods; Learning Activities; Student Attitudes; Questionnaires; Foreign Countries; China + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Learning theory; Lerntheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseprozess; Fremdsprachenunterricht; Leseinteresse; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Reading readiness; Reading speed; Lesegeschwindigkeit; Reading skill; Lesefertigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Schülerverhalten; Fragebogen; Ausland
Abstract	Reading plays a dominant role among the four skills in foreign language acquisition for college students. Unfortunately, over the past few decades, English teaching practice shows that Chinese students are vulnerable in it. Both their reading speed and their reading skills are far from being satisfactory. Schema theory presents a very efficient course in developing students' reading skills and improving their reading abilities. Based on a descriptive research, this paper aims to expound on the schema theory, its activation and construction on college English reading class. The research shows that the application of the theory is fulfilled throughout the whole reading process by designing various activities before, during and after the reading. The results testifies the assumption that its application is beneficial to cultivate students' reading interest, quicken their reading speed and make proper judgments. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01