文摘
英文文摘
声明
Introduction
Chapter 1 Literature review
1.1 Reading
1.1.1 Definition of reading
1.1.2 Reading models
1.2 Schema
1.2.1 Definition of schema
1.2.2 Types of schema
1.3 Previous researches on applying the schema theory to ESL/EFL reading instruction abroad
1.4 Previous researches on applying the schema theory to English reading instruction in China
Chapter 2 Some methods based on the schema theory
2.1 Selecting suitable materials
2.2 Activating schemata in students' mind
2.2.1 Significance of activating
2.2.2 Ways of activating
2.3 Building up schema in students' minds
2.3.1 Introducing genre
2.3.2 Genre approach in practice
2.3.3 Signal words in practice
2.3.4 Training students to form discourse structure
2.4 Consolidating schema in students' mind
2.4.1 The significance of consolidation
2.4.2 Ways of consolidation
Chapter 3 Methodology of an empirical study
3.1 Research questions
3.2 Subjects
3.3 Procedures of teaching
3.3.1 The main steps for the EG
3.3.2 The main steps for the CG
3.4 Instruments
3.4.1 Test
3.4.2 Questionnaire
3.4.3 Interview
3.4.4 Observation log
3.5 Data collection
Chapter 4 Results and discussions
4.1 Changes in the students' reading strategies and preferences
4.2 Influence of content familiarity and context provision
4.3 Changes of the students' reading proficiency
4.4 Interviews with students
4.5 Some records of the observation log
4.6 Discussions of the results
Conclusion
Bibliography
Appendix
湖南师范大学研究生科研情况登记表
Acknowledgements