【正文】 an appropriate schema among the numerous schema units in their storage. Conceptually driven schemaConceptually driven schema means activation of reader’s schema by high level information such as concerning situation. Previewing is a prereading activity that provides the reader with some important and relevant information. It proves to be important for the less proficient readers. According to Patricia L. Carrell, (Paticia L. Carell et al 1988), Preview may include:a) providing outline。 and whether we interpret successfully depends on whether our schemata are sufficiently similar to the writer’s. The application to schema theory explains the research findings on how personal background knowledge helps the literacy development. Some considerations in the application of the schema theory in reading instruction The readersReaders can be divided into different groups according to different norms. Here, the classifying of readers involves two major norms: the readers’ linguistic proficiency and their level of schema. By “l(fā)evel of schema” we mean: a) Whether the reader possesses a sufficient knowledge of the world that can be activated for particular needs。 it understands the nature of the whole terrain, its general pattern and the relationships between various parts of it, far better than an observer on the ground. A reader adopts an eagle’s eye view of the text when he considers it as a whole and relates it to his own knowledge and experience. This enables him to predict the writer’s purpose, the likely trend of the argument and so on, and then use this framework to interpret difficult parts of the text. The topdown approach gives a sense of perspective and makes use of all that the reader brings to the text: prior knowledge, mon sense, etc, which have sometimes been undervalued in the reading class. The interactive modelThis model is the interaction of topdown and bottomup processing. Although logically we might expect that we ought to understand the plain sense if we are to understand anything else, in practice a reader continually shifts from one focus to another, now adopting a topdown approach to predict the probable meaning, then moving to the bottomup approach to check whether that is really what the writer says. This has bee known as interactive model. Until 1970s, reading is first considered to be an interactive model by Rumemlhart. The interactive model is a theory which can entirely explain the reading process. The interactive model is also called the schema theory model. The schema theory model uses two methods to deal with information: one is “bottomup” model。 this can happen if our world knowledge is inadequate, or if the writer’s point of view is very different from our own. In that case, we must scrutinize the vocabulary and syntax to make sure we have grasped the plain sense correctly. Thus bottomup processing can be used as a corrective to ‘tunnel vision’ (seeing things only from our own limited point of view).Our image of bottomup processing might be a scientist with a magnifying glass examining the ecology of a transect – a tiny part of the eagle surveys. The scientist develops a detailed understanding of that one little area (which might represent a sentence in the text)。畢業(yè)論文(設(shè)計)The Application of Schema Theory in Senior High School English Reading Teaching 12. Three models of reading processing 3 The bottomup model 3 The topdown model 4 The interactive model 43. Schema theory 5 The fundamental concept of schema theory 5 Classifications of schemata 64. The application of schema theory in senior high school English reading teaching 8 Some considerations in the application of the schema theory in reading instruction 9 The readers 9 Some preparations before reading in relation to schema theory 12 Some technique in using schema theory in reading instruction 15 Conceptually driven schema 15 Data driven schema 16 Practical application of schema theory in reading class 175. Conclusion 20References 22 Reading has always been considered one of the most important skills in foreign language learning. It is not only a chief means to gain information and learn English culture, but also an important way to consolidate and expand foreign language know ledge. According to statistics, about 50% of knowledge that people obtain is from reading (程世祿, 張國揚, 2004). In the traditional way of English reading teaching, senior high school teachers usually focus on teaching single words, phrases or grammatical points. The analysis of English grammar is the main activity in the process of teaching. But they neglect the point that lacking of language knowledge, background knowledge and passage structure knowledge tends to prevent English learners from reading effectively. During the past few decades, the schema theory has been introduced to English reading classes, which makes the research of schema theory in the teaching of English reading a hot topic. Currently, the concept “schema” is no longer strange to the instructors and researchers in the field of reading. Schema is a term first used in the field of cognitive psychology by . Bartlett (Remembering: A Study in Experimental and Social Psychology. CUP. 1932). Though still debatable, schema is generally being referred as a mental structure. It is abstract because it does not relate to any particular experience, although it derives from all the particular experience we have had. It is a structure because it is organized。 it includes the relationships between its ponents (Christine Nuttall, 2002).Can schema theory be one of the most influential ways to improve students’ reading ability? And how is schema theory applied in the teaching of reading? In this thesis, we will discuss schema theory and its application in the English reading teaching to get the best answer. But the deposition of the reading process should be done first for the purpose of the present study on