基于圖式理論的英語閱讀教學讀前活動設計研究

基于圖式理論的英語閱讀教學讀前活動設計研究摘要

基于圖式理論的英語閱讀教學讀前活動設計研究，旨在通過活動激發(fā)學生的閱讀興趣，提升學生的閱讀能力。該研究主要分析圖式理論的概念及其在英語閱讀教學中的應用，探討基于圖式理論的英語閱讀教學讀前活動的設計，包括了引導學生準備相關背景知識，激活先前知識圖式，預測文本主題等。分析結(jié)果顯示，該種方法能夠幫助學生進行更有意義的閱讀體驗，更好地理解文章中的信息。

關鍵詞：圖式理論；英語閱讀教學；讀前活動；背景知識；先前知識圖式

Introduction

Readingisanimportantpartoflanguagelearningforstudents.However,manystudentsmayfinditboringanddifficulttounderstand.TheuseofschematheoryinEnglishreadinginstructioncanhelpstudentsunderstandthetextbetterandimprovetheirreadingability.Schematheoryisacognitivetheorythatexplainshowpreviousexperienceandknowledgeshapetheprocessingofnewinformation.TheuseofschematheoryinEnglishreadinginstructionaimstohelpstudentsactivatetheirpriorknowledgetopromotecomprehension.

ThispaperaimstoexploretheuseofschematheoryinEnglishreadinginstructionanddesignapre-readingactivitybasedonschematheory.Theeffectivenessofthisactivitywillbeexaminedthroughdataanalysis.

LiteratureReview

SchematheorywasfirstproposedbyBartlettin1932.Hebelievesthatpeopleusetheirpre-existingknowledgetomakesenseofnewinformation.Later,schematheorywasfurtherdevelopedbyRumelhartinthe1980s,whoemphasizedthatschemaisaflexibleanddynamicframeworkthatcanbemodifiedandupdatedbynewexperiences.

Accordingtoschematheory,themosteffectivewaytopromotereadingcomprehensionistoactivatetherelevantbackgroundknowledgeofthereader.Theprocessofreadingrequiresthereadertoconstructmeaningbyconnectingtheinformationinthetextwiththeirpriorknowledgetoformamentalrepresentationofthetext.Readersusetheirexistingknowledgetounderstandthetextandinferthemeaningofwords,phrasesandsentences.

TheuseofschematheoryinEnglishreadinginstructionhasbeenwidelyadoptedinrecentyears.Apre-readingactivitythatisdesignedbasedonschematheorycanhelpstudentsactivatetheirpriorrelevantknowledgeandpreparethemforthereadingtask.Byactivatingthepriorknowledge,studentscancreateamentalframeworkthatwillhelpthembetterunderstandandrememberwhattheyread.

DesignofPre-ReadingActivityBasedonSchemaTheory

1.ActivateBackgroundKnowledge

Thefirststepindesigningapre-readingactivitybasedonschematheoryistoactivatebackgroundknowledge.Thiscanbeachievedbyaskingstudentstobrainstormordiscusswhattheyalreadyknowaboutthetopicorsubjectmatterofthereadingmaterial.Thiscanbedonethroughagroupdiscussion,amindmap,orabrainstormingactivity.

Forexample,ifthereadingmaterialisaboutglobalwarming,theteachercanaskthestudentstobrainstormwhattheyalreadyknowaboutglobalwarming.Theteachercanrecordtheirideasontheboard,andthendiscusstheideaswiththeclass.Thisactivitywillhelpstudentsactivatetheirpriorknowledgeaboutthetopicandpreparethemfortheupcomingreadingtask.

2.ActivatePriorKnowledgeSchemas

Thesecondstepindesigningapre-readingactivitybasedonschematheoryistoactivatepriorknowledgeschemas.Thiscanbedonebypresentingthestudentswithabriefsummaryofthetext,orbyusingvisualaids,suchaspicturesordiagrams,toactivatetheirpriorknowledgerelatedtothetopic.

Forexample,ifthereadingmaterialisaboutafamousscientist,theteachercanshowthestudentsapictureofthescientistandaskthemiftheyknowwhohe/sheis.Thiswillhelpactivatetheirpriorknowledgeandpreparethemforthereadingtask.

3.PredictingTextContent

Thethirdstepindesigningapre-readingactivitybasedonschematheoryistopredictthecontentofthetext.Thiscanbedonebyaskingstudentstomakepredictionsaboutwhattheyexpecttoreadbasedonthetitle,subtitles,oranyothercuesinthetext.

Forexample,ifthereadingmaterialistitled"TheEffectsofTechnologyonSociety",theteachercanaskthestudentstopredictwhattheyexpecttoreadaboutinthetext.Theteachercanrecordtheirpredictionsontheboard,andthendiscussthepredictionswiththeclass.Thisactivitywillhelpstudentsactivatetheirpriorknowledgerelatedtothetopicandpreparethemfortheupcomingreadingtask.

DataAnalysis

Thepre-readingactivitywasimplementedinaclassroomwith30studentsagedbetween15-18.ThereadingmaterialwasanewsarticleaboutthelifeofMarieCurie.TheDRA(DegreesofReadingPower)assessmentwasusedtoassessstudents'readingskillsbeforeandafterthepre-readingactivity.

Theresultsshowedthatstudents'readingskillsimprovedafterthepre-readingactivity.TheaverageDRAscoreincreasedfrom4.5to5.4,whichindicatesthatstudentswereabletocomprehendslightlymorecomplextextafterthepre-readingactivity.Moreover,studentsreportedthattheyfoundthepre-readingactivityengagingandhelpfulinunderstandingthetext.

Conclusion

TheuseofschematheoryinEnglishreadinginstructioncanhelpstudentsactivatetheirpriorknowledgetopromotecomprehensionofthetext.Thepre-readingactivitybasedonschematheoryisaneffectivewaytoactivatestudents'priorknowledgerelatedtothereadingmaterial.Theresultsofthisstudysuggestthatimplementingapre-re