Chapter Two Literature Review & Theoretical Foundation
2.1 English Reading Cognitive Ability
2.1.1 Dimensions of English reading ability
2.1.2 Definitions of English reading cognitive ability
2.2 Schema Theory
2.2.1 Definitions of schema
2.2.2 Classifications of schema
2.3 Lexical Chunks
2.3.1 Chunking theory
2.3.2 Definitions of lexical chunks
2.3.3 Classifications of lexical chunks
2.3.4 Functions of lexical chunks
2.4 Previous Studies
2.4.1 Studies on English reading cognitive ability at home
2.4.2 Studies on the application of schema theory in English reading teaching at home and aboard
2.4.3 Studies on the application of chunking theory in English reading teaching at home and aboard
2.4.4 Studies on the application of schema theory and chunking theory in English reading teaching at home
2.5 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 English reading tests
3.3.3 Semi-structured interview
3.4 Research Procedure
3.4.1 Before the teaching experiment
3.4.2 During the teaching experiment
3.4.3 After the teaching experiment
3.5 Data Collection and Data Analysis
Chapter Four Results and Discussion
4.1 Results of the Questionnaire
4.2 Results of the Tests
4.2.1 Results of the tests for students in the EC and the CC
4.2.2 Results of the tests for the EC students with different English reading levels
4.3 Results of the Interview
4.4 Discussion
4.4.1 Effects of schema-based lexical chunk teaching on the cultivation of the stu-dent’s English reading cognitive ability and its three sub-dimensions
4.4.2 Differences in the effects of schema-based lexical chunk teaching on the cul-tivation of the English reading cognitive ability of students with different English reading levels