| 摘要 | 第1-3页 |
| ABSTRACT | 第3-5页 |
| ACKNOWLEDGEMENTS | 第5-6页 |
| CONTENTS | 第6-8页 |
| 1 INTRODUCTION | 第8-10页 |
| ·Significance of the Research | 第8-9页 |
| ·Research Questions | 第9-10页 |
| 2 ANALYSIS OF PROBLEMS IN EFL READING AND THE UNDERSTANDING OF THE PROCESS OF READING COMPREHENSION | 第10-26页 |
| ·Causes of Problems | 第11-17页 |
| ·Misconceptions of the Role of Learners | 第14页 |
| ·Emphasis on Linguistic Competence | 第14-15页 |
| ·Lack of Understanding of Reading Process | 第15-17页 |
| ·Lack of Strategies | 第17页 |
| ·Understanding the Nature of Reading Comprehension Process | 第17-26页 |
| ·Defining Reading | 第18-19页 |
| ·Reading as a Cognitive and Metacognitive Task | 第19-20页 |
| ·Reading as a Meaning Generation Process | 第20-22页 |
| ·Sub-processes Comprehension | 第22-26页 |
| 3 SCHEMA THEORY AND READING COMPREHESION | 第26-32页 |
| ·Key Concepts of Schema Theory | 第27页 |
| ·Two Kinds of Prior Knowledge | 第27-29页 |
| ·Tacit Knowledge | 第28页 |
| ·Explicit Knowledge | 第28-29页 |
| ·The Role of Learner Knowledge in Reading Process | 第29-31页 |
| ·Serving as A Framework for Identifying Information | 第30页 |
| ·Helping Learners Understand New Information | 第30-31页 |
| ·Enhancing the Capacity of Short-term Memory | 第31页 |
| ·Schemata and Differences between Writer Intention and Reader Comprehension | 第31-32页 |
| ·Rationale for Using Schema Theory for EFL Reading----- Constructivism | 第32页 |
| 4 APPLICATION OF SCHEMA THEORY AND THE USE OF STRATEGIES IN ENGLISH READING | 第32-47页 |
| ·Enhancing the Learner’s Prior Knowledge | 第32-38页 |
| ·Ways of Improving Knowledge of Text Structure | 第33-36页 |
| ·Ways of Improving Domain Knowledge | 第36-38页 |
| ·Schema Activation by Pre-reading Strategies | 第38-43页 |
| ·Prediction | 第38-41页 |
| ·Self-questioning and Brainstorming | 第41页 |
| ·Improving Learners’ Culturally-specific Schemata | 第41-43页 |
| ·Schema Construction | 第43-47页 |
| ·Helping Learners to Read Critically | 第44-45页 |
| ·Facilitating Learner Attention | 第45-47页 |
| 5 CONCLUSION | 第47页 |
| REFERENCE | 第47-51页 |
