高中艺术生英语阅读教学中图式理论应用的实证研究的中期报告AbstractThispaperaimstoreportonamid-termstudyoftheapplicationofschematatheoryinteachingEnglishreadingtohighschoolartstudents.Throughaliteraturereview,thepaperfirsthighlightstheimportanceofschematatheoryanditsrelevancetoteachingEnglishasasecondlanguage.Thestudythenoutlinesitsresearchdesign,includingdatacollectionmethods,participants,andinstrumentsused.Preliminaryfindingssuggestthattheapplicationofschematatheoryhasapositiveeffectonstudents'comprehensionofEnglishtexts.However,furtherdataanalysisisneededtoconfirmthesefindings.IntroductionInthecontextofglobalisation,Englishhasbecomeoneofthemostwidelyspokenandusedlanguagesworldwide.InChina,Englishhasgainedincreasingimportance,andmanyschoolshaveintroducedEnglishasasecondlanguage(ESL)courses.Asaresult,theteachingofEnglishhasbecomeacrucialaspectofeducationinChina.However,ESLteachershavefoundthatdespiteEnglishlanguageproficiency,manystudentsstillfacechallengesincomprehendingEnglishtexts.Thisisespeciallytrueforhighschoolartstudents,whonotonlyneedtodeveloptheirlanguageskillsbutalsotheirart-relatedcontentknowledge.SchematatheoryprovidesatheoreticalframeworkthatcanaidESLteachersinteachingreadingcomprehensiontotheirstudents.Thetheorypositsthatindividualshavepre-existingknowledgestructurescalledschemata,whichareusedtoorganiseincominginformationandaidcomprehension(Carrell1991).Thetheorysuggeststhatcomprehensionismosteffectivewhenreadersactivatetheirrelevantschematabeforereading(Carrell1987).Inlightoftheabove,thisstudyaimstoinvestigatetheuseofschematatheoryinteachingEnglishreadingtohighschoolartstudentsinChina.Specifically,thestudyaimstoexplorethefollowingresearchquestions:1.Howdoestheapplicationofschematatheoryaffecthighschoolartstudents'comprehensionofEnglishtexts?2.HowdohighschoolartstudentsperceivetheapplicationofschematatheoryinEnglishreadingclasses?MethodologyResearchDesignThisstudyutilisesamixed-methodsresearchdesignthatcombinesqualitativeandquantitativedatacollectionmethods.Qualitativeda