Chapter One Introduction
1.1 Background of the Study
With the teaching reform going-deep, English teaching has made great progress in manyaspects in Senior High School. However, there are still some problems existing in bothteaching and learning. And English reading ability should be regarded as one of the mostimportant abilities in the whole English learning process (Tong Lixin 2017:1) .As we know,almost all people‘s knowledge is from reading materials, such as newspaper, magazines,books, textbooks and so on. It is well known to us that English reading still exists quite a fewproblems and has always been regarded as a very important and significant skill in SeniorHigh School English teaching and learning. Ironically, when they learn English, one of themost difficult problems which students may encounter is reading. So many students inChina‘s Senior High School consider English reading as a big difficulty and one big obstaclein their English learning. For example, most students only read reading materials but don‘tunderstand them. What‘s more, students can‘t understand the background and culture of texts.And they can‘t remember words exactly and isolate each word mechanically and don‘t masterthe grammar. In addition, they don‘t catch the key words in texts. Besides, the coherence oftexts can‘t be understood and they have difficulty in the parts and the whole text. Last,students are short of the ability of information recombination and disposing information andso on. Above all, students in Rural Senior High School who have more difficulties. RuralSenior High School owns low quality of teaching due to lacking some expert English teachers,the facilities of teaching, and so on. Besides, most students aren‘t taken care of by theirparents who work in other big cities. And rural students are short of the enlightenment fromtheir parents, so they lack interests and consciousness of learning.
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1.2 Purpose and Significance of the Study
However, owning to unquestioning application of the conventional teaching model, thepresent situation of EFL reading teaching is in poor efficiency and disappointing. As a result, learning. In addition, English reading is rather difficult for them. So developing students‘reading ability is very necessary. Accordingly, Frame Semantics theory is came up with. And itbriefly explains the importance and significance of Frame Semantics theory. What‘s more,Frame Semantics theory is regarded as an effective interactive reading model and it has a goodeffect on EFL teaching and learning.Chapter 2 introduces the previous research on English reading at home and abroad andrelated reading models as well.At first, the definition of reading is introduced with the hope that readers will get a moreclear idea about what reading is. Secondly, this chapter introduces some previous researcheson applying some other related theories to English reading instruction and the influence theygive rise to. And the related theories include Schema Theory, Constructivist Theory,Relevance Theory, Meta-cognitive Theory, Task-based teaching Theory, Narrow-readingTheory, Cooperative Learning Theory, Discourse-based reading Theory and so on. Moreover,it also introduces some conventional and commonly-used reading models such as bottom-upmodel, top-down model and interactive model. Then these reading models are explained.，英语论文范文，英语论文
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