Abstract

For a long time, it has been thought that any reader can comprehend a text well if such factors as vocabulary and grammar are not beyond his knowledge. However, the reading effect seems unsatisfying, which poses a great challenge for reading teaching. In this paper, the author explores the reading process and applies the Schema Theory, in order to prove the important role of background knowledge in reading comprehension. Based on this discussion, suggested teaching methods are available for employing background knowledge in reading teaching.

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