Application of Schema Theory in Teaching College English Reading/APPLICATION DE LA THÉORIE DES SCHÉMAS DANS L'ENSEIGNEMENT DE LA LECTURE EN ANGLAIS DANS LES COLLÈGES
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Notice bibliographique
Résumé
Abstract: The paper first introduces three models of reading comprehension theory: Bottom-up Model, Model and Interactive Model, and then discusses in detail the schema theory based on interactive model. Three types of schema theory -language schema, content schema and form schema are introduced and their different functions in teaching college English reading are discussed with sufficient teaching practice. Key words: reading comprehension; schema theory; reading ability Resume: Tout d'abord, l'article presente trois premiers modeles de la theorie de comprehension en lecture: modele bas-haut, modele haut-bas et modele interactif, et ensuite il discute en detail la theorie des schemas basee sur le modele interactif. Trois types de theorie des schemas - schema de la langue, schema du contenu et schema de la forme sont introduites et leurs fonctions differentes dans l'enseignement de la lecture en anglais dans les colleges sont discutees avec une pratique pedagogique suffisante. Mots-Cles: comprehension en lecture, theorie des schemas, capacite de lecture College English Curriculum Requirements issued by Ministry of Education in 2007 emphasizes the importance of developing students' ability to use English in a well-rounded way, in listening and speaking, as well as reading, writing and translation. While listening and speaking are to develop students' communicative competence, reading, writing and translation are connected with written abilities. Among reading, writing and translation, reading is primary. One cannot improve writing and translation without continuous input and accumulation through extensive reading. Therefore, reading is the key to improving writing and translation after mastering certain amount of vocabulary. This paper discusses how to improve students' reading comprehension through applying schema theory in teaching of college English reading from the viewpoint of cognitive psychology. 1. THREE READING MODELS What is reading ? Reading is a complicated, actively thinking mental activity, a thinking process to experience, predict, verify and acknowledge information according to readers' previous information, knowledge and experience, and also an interactive language communication between readers and the writer through text. Smith ( 1985 ) pointed out that in order to understand language, a reader must utilize direct and implicit information. Direct information refers to words written down, while implicit information includes knowledge of structures and words of a language in a text and knowledge of the discussed topic and certain experience. Based on the characteristics of reading process, the development of reading models can be classified into three phases: Bottom-up Model, Model, Interactive Bottom-up Model came into being in 1960s, which emphasizes that readers, taking reading materials as information input, start from letters and words recognition and then combine information continuously to accomplish reading activity. This model highlights that reading must be done in a fixed sequence to get word meaning gradually and readers comprehend the reading materials mainly by language knowledge. In this model, readers' implicit information, that is, one's knowledge and life experience, is neglected and one's active processing of information is not taken into consideration. Following this model, teachers would concentrate mostly on words, sentence patterns and grammatical knowledge related to the reading material but pay little attention to relevant background knowledge when teaching reading. During late 1960s and early 1970s, Goodman (1967) and Smith (1971) proposed a reading model based on psycholinguistics, named as Top-down Model. The model takes concept theory as basis, and points out that readers predict reading materials according to previous syntax and semantic knowledge and make confirmation and modification during reading process. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle