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Therole of background knowledge in language comprehension has been formalized asschema theory (Bartlett 1932; Rumelhart and Ortony 1977; Rumelhart 1980). http://www.paper51.com PatriciaL. Carrell, Joanne Devine, David E. Eskey (1988) also stated that according toschema theory comprehending a text is an interactive process between thereaders background knowledge and the text. Efficient comprehension requires theability to relate the textual material to ones own knowledge. paper51.com Generalworld knowledge, socio-cultural, topic, and gene knowledge, together oftenreferred to as schematic knowledge, enable a reader to work with the languageof the text in order interpret its meaning (Tricia Hedge, 2000). The schemaallows us to predict what may happen in future context. It is proposed thatefficient readers are able to relate“text” to their background knowledge of theworld (Lili, Chen Zhian, Jiang Yuhong, 2005). http://www.paper51.com Fromthe above-related review, we can predict the importance of schema theory inEnglish comprehension. We can also predict that the instruction of schema playsan essential part when students are reading. copyright paper51.com 2.4.Schema Research 内容来自www.paper51.com Withthe development of schema and schema theory, the researches and studies aboutthem are numerous. copyright paper51.com
Whenreaders have the background knowledge assumed by the writer, comprehension ishigh, correct inferences are made. If they do not have the background, theydistort meaning as they attempt to adjust the writer’s intent to their ownknowledge of the world (Wu Xiaoyan, 2006:110). http://www.paper51.com KathrynHu -Pei Au, in a 1979 study, she emphasized the importance of children’sexperiences. And according to Au, the child’s experiences contribute to readingachievement when the school uses a basal text containing stories directlyrelated to the child’s own world. paper51.com
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