Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)

English Teaching Strategies Based on the Combination of Schema Theory and Context Theory

Authors
Yan Liu
Corresponding Author
Yan Liu
Available Online August 2019.
DOI
https://doi.org/10.2991/icsshe-19.2019.274How to use a DOI?
Keywords
schema theory; context theory; English reading teaching
Abstract
Schema theory considers reading is an interactive process, it emphasizes the importance of the reader's background knowledge in understanding the text. As the background knowledge is essential for the relevant schema that the reader to understand the text, context theory should be focused on the high-level structure of discourse. Only through analyzing the cohesiveness, coherence, and context in the discourse, emphasizing the combination of language, cultural and psychological factors can ensure a correct understanding of the text. This paper analyzed the theoretical background of schema theory and context theory and its implications for English reading teaching. It also illustrated the practical application of these theoretical results in English reading teaching and proposed the combination of schema theory and context theory. This was of great significance for promoting college English reading teaching.
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Proceedings
2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
August 2019
ISBN
978-94-6252-772-0
ISSN
2352-5398
DOI
https://doi.org/10.2991/icsshe-19.2019.274How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Yan Liu
PY  - 2019/08
DA  - 2019/08
TI  - English Teaching Strategies Based on the Combination of Schema Theory and Context Theory
BT  - 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-19.2019.274
DO  - https://doi.org/10.2991/icsshe-19.2019.274
ID  - Liu2019/08
ER  -