《图式理论与英语阅读》-毕业论文设计.docVIP

PAGE PAGE 1 图式理论与英语阅读 作者 指导教师 摘要 阅读能力在外语能力中被认为是最稳定和最持久的，以传统观点看，阅读是一种被动技能。在现代阅读观中，理解被认为是读者和文章相互作用的结果。在读者这方而强调的是背景知识，而图式理论探讨的就是背景知识在文章理解中的作用。图式理论描述的是读者结合自己的背景知识和文章中的信息来理解文章的过程。作为一种理论模式，它己用于听力和阅读等重要研究领域。 这篇论文具休将图式理论应用到中学阅读理解的教学实践中。在阅读研究中讨论得最多的两种图式结构是内容图式和形式图式，内容图式指的有关文章的内容范畴知识，形式图式指的则是有关各类文本的篇章结构知识。史威斯认为当内容和形式熟悉时，文章很容易被理解。 为了帮助学生理解得更好，图式必须被激活。它包括两种信息处理的基本模式，即“自下而上”模式和“自上而下”模式。阅读前活动经常被设计为激活和建立学生的图式，教师可采取有效的教学方法来激活学生己有的图式。 综上所述，教师应充分认识到学生的图式知识在阅读理解中起着一个十分重要的作用。教师应狠抓不同的教学情况，采取不同的教学方法，尽量激活学生己有的图式或帮助学生建立新的图式，从而提高学生的阅读理解能力。 关键词 图式理论；阅读理解；激活；重建；应用 Abstract Reading is acknowledged to be the most stable and durable ability in second language learning. In traditional sense, reading is sometimes viewed as a passive skill. In contemporary approaches to reading, meaning is created through the interaction of reader and text. Readers expectations are based on readers prior knowledge. Background knowledge that aids in text comprehension has recently been studied under the schema theory. Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text. This is an important concept in language teaching. It has been used as a theoretical model in several important areas in listening and reading research. This thesis attempts to apply schema theory to the teaching of reading comprehension in middle school .Two types of schema most often discussed in reading research are content schemata and formal schemata. Content schemata are the knowledge relative to the content domain of a text; formal schemata refer to the organization forms and rhetorical structures of different types of texts. Swales (1990: 87) believes that when readers are familiar with content and form , the texts will be relatively accessible. In order to help students understand better, schema must be activated and this activation relates to two basic models of information