| Contents | 第4-8页 |
| Abstract | 第8-10页 |
| 摘要 | 第11-14页 |
| Abbreviations | 第14-15页 |
| Introduction | 第15-23页 |
| 0.1 The Significance of Reading in English Teaching | 第15-16页 |
| 0.2 The Current Situation of Reading Teaching of English | 第16-17页 |
| 0.3 The History of English Reading Research and Teaching | 第17-20页 |
| 0.3.1 The Bottom-up Model | 第17-18页 |
| 0.3.2 The Top-down Model | 第18-19页 |
| 0.3.3 The Interactive Model | 第19-20页 |
| 0.4 Research on Reading Teaching from a New Perspective | 第20-23页 |
| 0.4.1 Schema Theory of Reading | 第20-21页 |
| 0.4.2 Schema-theoretic Approach in Reading Teaching | 第21-23页 |
| Chapter One Literature Review of Schema Theory of Reading | 第23-31页 |
| 1.1 A Brief History of Schema | 第23-24页 |
| 1.2 Definitions of Schema | 第24-25页 |
| 1.3 Key Concepts of Schema | 第25-27页 |
| 1.4 Functions of Schema | 第27-29页 |
| 1.4.1 Providing Ideational Scaffolding | 第28页 |
| 1.4.2 Directing Allocation of Attention | 第28页 |
| 1.4.3 Enabling Inferential Elaboration | 第28页 |
| 1.4.4 Allowing Orderly Searches of Memory | 第28-29页 |
| 1.4.5 Facilitating Edition and Summary | 第29页 |
| 1.4.6 Permitting Inferential Reconstruction | 第29页 |
| 1.5 The Application of Schema | 第29-31页 |
| Chapter Two Schemata in the Dynamic Process of Reading | 第31-39页 |
| 2.1 About Reading Comprehension | 第31-33页 |
| 2.1.1 Definition of Reading Comprehension | 第31-32页 |
| 2.1.2 Reading Comprehension Levels | 第32-33页 |
| 2.2 The Integration of Schema Theory and Text in Reading | 第33-37页 |
| 2.2.1 A Brief History of Schema Theory of Reading | 第33-34页 |
| 2.2.2 Schema and Its Relation with Reading | 第34-35页 |
| 2.2.3 Schemata in Comprehension Processing | 第35-37页 |
| 2.2.3.1 Activation of Appropriate Schema | 第35页 |
| 2.2.3.2 Reconstruction of Schema | 第35-36页 |
| 2.2.3.3 Inference in Discourse Processing | 第36页 |
| 2.2.3.4 Inference and Schema | 第36-37页 |
| 2.3 Empirical Evidence for the Effect of Schema on Reading | 第37-39页 |
| Chapter Three Methodology | 第39-45页 |
| 3.1 Objectives | 第39页 |
| 3.2 Subjects | 第39-40页 |
| 3.3 Instruments | 第40-41页 |
| 3.3.1 The Questionnaire for Finding Out Reading Problems | 第40页 |
| 3.3.2 Reading Materials for Schema Training | 第40-41页 |
| 3.3.3 The Interview | 第41页 |
| 3.4 Treatment | 第41-42页 |
| 3.5 Procedures | 第42-45页 |
| 3.5.1 Procedures for the Questionnaire | 第42-43页 |
| 3.5.2 Procedures for the Schema Strategy Training | 第43-44页 |
| 3.5.2.1 Class Instructions to the Experimental Group | 第43页 |
| 3.5.2.2 Extensive Reading after Class | 第43-44页 |
| 3.5.3 Procedures for the Interview | 第44-45页 |
| Chapter Four Results and Discussion | 第45-60页 |
| 4.1 Data Analysis of the Questionnaire | 第45-48页 |
| 4.2 Factors That Affect Reading Comprehension | 第48-49页 |
| 4.2.1 Lacking Textual Structures | 第48页 |
| 4.2.2 The Shortage of Background Knowledge | 第48-49页 |
| 4.2.3 Improper Reading Strategies | 第49页 |
| 4.3 The Author's Model of Schema Training Strategies | 第49-56页 |
| 4.3.1 Schema Training on Textual Structures | 第49-50页 |
| 4.3.1.1 Understanding the Frame of Various Types of Texts | 第49-50页 |
| 4.3.1.2 Understanding the Internal Structure of a Text | 第50页 |
| 4.3.2 Schema Training on Background Input | 第50-53页 |
| 4.3.2.1 Cultivating Topic Familiarity | 第51页 |
| 4.3.2.2 Enrichment and Input of Cultural Background | 第51-53页 |
| 4.3.3 Activation of Schema in Reading Process | 第53-56页 |
| 4.3.3.1 Employing Bottom-up and Top-down Approaches | 第53-55页 |
| 4.3.3.2 Employing Some Reading Skills in Reading Processing | 第55-56页 |
| 4.4 Data Analysis of the Two Tests in the Experiment | 第56-59页 |
| 4.4.1 Pretest Analysis | 第56-57页 |
| 4.4.2 Posttest Analysis | 第57-59页 |
| 4.5 The Results of the Interview | 第59-60页 |
| Chapter Five Findings and Implications | 第60-64页 |
| 5.1 Summary of the Findings | 第60-62页 |
| 5.1.1 The Effectiveness of Strategy Training | 第61页 |
| 5.1.2 Maintenance and Transfer of Strategy Training | 第61-62页 |
| 5.2 Pedagogical Implications | 第62-64页 |
| Conclusion | 第64-67页 |
| Bibliography | 第67-74页 |
| Appendix | 第74-90页 |
| Aeknowledgements | 第90-91页 |
| 学位论文评阅及答辩情况表 | 第91页 |
