當(dāng)今社會(huì),隨著全球化的不斷深入以及我國經(jīng)濟(jì)的迅猛發(fā)展和科學(xué)技術(shù)的日新月異,英語已經(jīng)成為人們獲得信息的一個(gè)重要渠道�！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》（2003）指出:把培養(yǎng)學(xué)生“用英語獲取和處理信息的能力”應(yīng)當(dāng)成為高中英語教學(xué)的重要目標(biāo)之一;此外,閱讀理解在高中英語考試中占很大比例。然而,在日常的英語學(xué)習(xí)過程中,英語學(xué)習(xí)者不可避免地會(huì)遇到各種各樣的閱讀問題:包括發(fā)音,詞匯,句子,語法,語篇等各方面的障礙,其中詞匯障礙可以稱得上是一個(gè)主要障礙。很多高中生反映,閱讀過程中的詞匯障礙,諸如單詞的發(fā)音,詞義,用法等不僅在很大程度上阻礙了其閱讀效率,而且會(huì)逐漸地降低他們學(xué)習(xí)英語的興趣和積極性。英國著名的語言學(xué)家D.A.Wilkins曾經(jīng)說過,“沒有語法,能表達(dá)的內(nèi)容很少,沒有詞匯則什么也表達(dá)不了�！保╓ilkins,David A,1972,P111）因此,眾多學(xué)者和老師們努力尋找各種方法來幫助學(xué)生處理詞匯障礙是非常有必要的。學(xué)生們只有掌握一些應(yīng)對(duì)詞匯障礙的技巧,才有可能降低他們?cè)谟⒄Z學(xué)習(xí)中的焦慮,從而增強(qiáng)他們學(xué)習(xí)英語的興趣和積極性。圖式理論自1932年由Bartlett提出以來,已經(jīng)獲得眾多學(xué)者... 

【文章來源】：河南大學(xué)河南省

【文章頁數(shù)】：97 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of The Research
    1.2 Significance of The Research
    1.3 Research Questions
    1.4 Research Methods
    1.5 Structure of The Research
Chapter Two Literature Review
    2.1 Previous Reviews on English Reading Difficulties at Home and Abroad
        2.1.1 Previous Reviews on English Reading Difficulties Abroad
        2.1.2 Previous Reviews on English Reading Difficulties at Home
    2.2 Previous Studies on Vocabulary Difficulty
        2.2.1 Reasons for Vocabulary Difficulty in Reading
        2.2.2 Previous Studies on Coping with Vocabulary Difficulty
    2.3 Previous Studies on the Application of Schema Theory in Vocabulary Acquisition
Chapter Three Theoretical Basis of This Research
    3.1 A Sketch of Schema and Schema Theory
    3.2 The Classification of Schema
        3.2.1 Linguistic Schema
        3.2.2 Content Schema
        3.2.3 Contextual Schema
    3.3 Schema Absence and Schema Activation
Chapter Four Research Design
    4.1 Research Objectives
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Reading Comprehension Tests
    4.4 Research Procedures
        4.4.1 Teaching Material
        4.4.2 Pre-questionnaire and Pre-test
        4.4.3 Post-questionnaire and Post-test
        4.4.4 The Traditional Teaching Model Applied to Deal With Vocabulary Difficultyin Control Class
        4.4.5 The Schema Theory- Based Methods Applied to Process Vocabulary Difficultyin the Experimental Class
    4.5 Data Collection
Chapter Five Results and Discussion
    5.1 The Analysis of Data
        5.1.1 The Results of Students’ Questionnaires
        5.1.2 The Results of Pre-test on Reading in EC and CC
        5.1.3 The Results of Pre-test and Post-test in EC
        5.1.4 The Results of Pre-test and Post-test in CC
        5.1.5 The Results of Post-test on Reading in EC and CC
    5.2 Discussion of the Experimental Results
Chapter Six Conclusion
    6.1 Major Findings of This Research
    6.2 Implication of This Research
    6.3 The Limitation and the Future Development of the Research
Bibliography
Appendix Ⅰ Students’ Pre-questionnaire
Appendix Ⅱ Students’ Post-questionnaire
Appendix Ⅲ The Pre-test on Reading
Appendix Ⅳ The Post-test on Reading
Appendix Ⅴ The Comparison of the Results of Pre-test and Post-test on Reading in EC and CC


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