A Study On Senior High School English Vocabulary Teaching Directed By The Schema Theory

The vocabulary application ability is one of the important branches of the languageability. Without certain quantity of vocabulary, the language input and output can not beconducted effectively. According to the present situation of senior high schoolvocabulary teaching, the most remarkable contradiction is that students should acquirevocabulary in large quantities within limited learning time. In the face of such problems,schema theory brings us some enlightenment. The schema can activate the originalknowledge system and make a connection between the old and new knowledge, whichpromote the cognition and learning of the new knowledge.In this paper, the first chapter is the introduction, which discusses the problemraising process and analyzes the research background and significance. Through theanalysis of the present situation of domestic research and the senior high schoolvocabulary teaching, this chapter shows us the theoretical and practical significance ofthis research. The second chapter is about the literature review and theory basis, whichmainly introduces the definition, evolving history and classification of schema theoryas well as the related vocabulary theories. As the core part of this paper, the thirdchapter introduces the classroom teaching mode design of high school English basedon the schema theory. Based on the actual situation of high school English teaching, itdiscusses how to conduct high school English vocabulary teaching directed by theschema theory from the four aspects of listening, reading, writing and culture teaching.The fourth chapter is about the experimental research, which emphatically introducesthe research questions, research objects, research methods and research steps. Theauthor selected two classes of Grade One with similar English level in a certain high middle school to conduct the experiment. After the pre-test, the teaching of theexperimental class is conducted under the direction of schema theory, while the controlclass follows the traditional way of vocabulary teaching. The post-test was conductedafter the experiment. The fifth chapter is the conclusion. According to the experimentaldata, the research results are analyzed objectively and the efficiency of the schematheory which directs the senior high school English vocabulary teaching is alsocertified. The author also analyses the research limitations and conceives a vision onthe future research.