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1、聊城大学硕士学位论文Chapter1IntroductionAsweallknow,readingplaysanimportantroleintheEnglishstudy.Forthesenior
middleschoolstudents,itistheoneofmainmeansoflearningEnglish.Itisthecrucial
channelthroughwhichstudentscanacquireknowledgeandskillsofforeignlanguage.
“Formanystudentsreading
2、isthemostimportantskillofthefourbasiclanguageskills,it
istrueespeciallyinESLorEFL”(Carrell,1989).Especiallyinthecollegeentrance
examination,thescoreofreadingcomprehensionaccountsforabout26.7%.Bothteachers
andstudentshavetopayagreatdealofattentiontoimprovingreadingcomprehe
3、nsion
ability.Inthepastfewyears,manytheoriesonreadingcomprehensionhavebeenbrought
about,andschematheoryisoneofthem.Theroleofbackgroundknowledgeinreadingcomprehensionhasbeenformalizedas
schematheory(Bartlett1932,RumelhartandOratory1977,Rumelhart1980,Carrell1981a,
1981b,198
4、3a,1984a,1984b,1987,1991).Schematheoryhasbeenusedtodescribethe
processbywhichreaderscombinetheirownbackgroundknowledgewiththeinformation
inatexttocomprehendthattext.Manyresearches(Hudson1988,EskeyandGrabe1988,
Carrell1988,Devine1988)indicatethattheapplicationofschematheor
5、yhasprovedtobe
quitesuccessfulinimprovingthereadingcomprehension.1.1ThepurposeofthisstudyTheprerequisiteofusingschematheoryisthatthereaderhasenoughschemataor
background,andsoitisnecessaryforustoknowwhethertheyhaveenoughbackground
knowledge.Onlyinthisway,canweapplytheschem
6、atheorytothereading
comprehension.Thusthefirstpurposeofthisthesisistoknowwhethertheseniorstudents
inhighschoolhavetheenoughbackgroundknowledgeforreadingcomprehensioninthe
collegeentranceexaminationpaper.Accordingtoschematheory,theprocessofinterpretationisguidedbytheprinci
7、ple
thateveryinputismappedagainstsomeexistingschemaandthatallaspectsofthat
schemamustbecompatiblewiththeinputinformation.Thisprincipleresultsintwobasic
modelsofinformationprocessing,calledbottom-upandtop-downprocessing.Thereis
greatcontroversyoverwhichofthetwoprocessingmo
8、delsthehigh-efficientreadersand
thelow-efficientreaderrespectivelyadopt.Somefindingssuggestthehi
