| Abstract(in Chinese) | 第1-7页 |
| Abstract(in English) | 第7-11页 |
| Chapter One Introduction | 第11-13页 |
| ·Background and significance of the study | 第11-12页 |
| ·Organization of the thesis | 第12-13页 |
| Chapter Two Literature Review | 第13-25页 |
| ·Definition of schema | 第13-15页 |
| ·Classification of schemata | 第15-16页 |
| ·Linguistic schema | 第15页 |
| ·Content schema | 第15-16页 |
| ·Formal schema | 第16页 |
| ·Functions of schema | 第16-18页 |
| ·Schema theory and reading comprehension | 第18-21页 |
| ·Traditional view of reading | 第18页 |
| ·View of reading from the perspective of schema theory | 第18-21页 |
| ·Previous researches of schema theory in ESL/EFL reading | 第21-23页 |
| ·Summary and the focus of the study | 第23-25页 |
| Chapter Three Application of Schema Theory to College English Reading Teaching | 第25-40页 |
| ·Importance of reading in foreign language learning | 第25-26页 |
| ·Reading accounts for more than 45%in CET-4 | 第25页 |
| ·Use of schemata will enhance students' reading comprehension | 第25-26页 |
| ·Application of linguistic schema to College English Integrated Course | 第26-28页 |
| ·Instruction of vocabulary | 第26-28页 |
| ·Direct explanation | 第26-27页 |
| ·Semantic mapping | 第27-28页 |
| ·Instruction of complex sentence | 第28页 |
| ·Application of content schema to College English Integrated Course | 第28-33页 |
| ·Introducing key words and related background knowledge | 第29-30页 |
| ·Predicting the content of the text according to the theme | 第30页 |
| ·Comparison between the Chinese and Western cultural background knowledge | 第30-31页 |
| ·Clarifying the main idea through text diagramming | 第31-33页 |
| ·Making use of signpost questions | 第33页 |
| ·Application of formal schema to College English Integrated Course | 第33-38页 |
| ·Narration:making use of its composing elements | 第34页 |
| ·Argumentation:clarifying the organization structure and the argumentative methods | 第34-36页 |
| ·Description:grasping the details for the characteristic features | 第36-37页 |
| ·Bxpos(?)on:identifying the central point of view and the expository methods | 第37-38页 |
| ·Summary | 第38-40页 |
| Chapter Four Research Design | 第40-46页 |
| ·Hypotheses | 第40页 |
| ·Subjects | 第40页 |
| ·Instruments | 第40-41页 |
| ·Experimental procedure | 第41-45页 |
| ·Data collection and analysis methods | 第45-46页 |
| Chapter Five Results and Discussion | 第46-53页 |
| ·Results | 第46-48页 |
| ·Results of the pre-test | 第46-47页 |
| ·Results of the post-test | 第47-48页 |
| ·Discussion | 第48-53页 |
| ·Confirmation of the hypotheses | 第48-51页 |
| ·Implications for EFL reading teaching | 第51-53页 |
| ·Student-centered learning—active learning should be encouraged | 第51页 |
| ·Extensive-reading should be encouraged so as to enlarge background knowledge | 第51-53页 |
| Chapter Six Conclusion | 第53-55页 |
| ·Main findings | 第53-54页 |
| ·Limitations of the study | 第54页 |
| ·Suggestions | 第54-55页 |
| References | 第55-59页 |
| Appendix Ⅰ | 第59-63页 |
| Appendix Ⅱ | 第63-67页 |
| Appendix Ⅲ | 第67-70页 |
| ACKNOWLEDGEMENTS | 第70-71页 |
| 个人简历 | 第71页 |
| 发表的学术论文 | 第71页 |
