支架理论在英语阅读教学课堂中的运用的综述报告Introduction:Englishreadingisanessentialskillthatstudentsneedtodevelopinordertoexcelintheiracademicandprofessionalcareers.Inordertoimprovethereadingabilitiesofstudents,educatorsneedtoemployeffectivereadingstrategiesandtechniques.OnesuchtechniqueistheuseoftheschematheoryinEnglishreading.Theschematheoryprovidesaframeworkforunderstandinghowreadersusetheirexistingknowledgeandexperiencestomakesenseofnewinformation.Inthefollowingreport,wewillprovideanoverviewoftheschematheoryanditsapplicationintheEnglishreadingclassroom.TheSchemaTheory:Theschematheoryisacognitivetheorythatexplainshowindividualscreatementalframeworks,knownasschemas,toorganizeandinterpretnewinformation.Theschematheorysuggeststhatreadersusetheirexistingknowledgeandexperiencestocomprehendnewinformation.Inotherwords,readersusetheirpriorknowledgeandexperiencestocreatementalframeworksthatguidetheirreadingcomprehension.Thesementalframeworksenablereaderstomakeconnectionsbetweenwhattheyalreadyknowandthenewinformationpresentedinthetext.Theschematheoryiscomposedoftwotypesofschemata:contentschemataandformalschemata.Contentschematarefertoareader'sknowledgeandexperiencesrelatedtothesubjectmatterofthetext.Formalschematarefertoareader'sknowledgeandexperiencesrelatedtothestructureandformatofthetext.Bothtypesofschemataareessentialforeffectivereadingcomprehension.ApplicationintheClassroom:TheschematheoryiswidelyusedintheEnglishreadingclassroomtoimprovestudents'comprehensionabilities.EducatorscanemploythefollowingstrategiestoincorporateschematheoryintotheirEnglishreadingcurriculum:1.Pre-readingactivities:Beforereadingatext,educatorscanengagestudentsinpre-readingactivitiesthatactivatetheirpriorknowledgeandexperiencesrelatedtothesubjectmatter.Forexample,teacherscanuseK-W-Lchartstoidentifywhatstudentsalreadyknow,whattheywanttoknow,andwhattheyhavelearnedafterreadingthetext.2.Teachingcontentandformalschemata:Educatorscanexplicitlyteachstudentsaboutbothcontentandformalschemata.Contentschematacanbetaug