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
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".