A Study On English Grammar Teaching In Senior High School Based On Schema Theory

The famous linguist Wilkins(1983)has pointed out that the acquisition of a language grammar system is still an important part of language learning,grammar is the use of creative means of language,lacking of grammar knowledge will seriously affect the communicative competence.Obviously,it can be found that the important role of grammar in language.Grammar teaching plays an important role in high school English teaching and attracts the attention of many educators.At present,there are still some drawbacks in the teaching practice.Students in the learning process where passive acceptance and mechanical training phenomenon are still widespread.How to improve grammar teaching needs further study.In recent years,Schema Theory has produced good effects on English reading teaching.In teaching practice the author found that Schema Theory not only has benefits for reading teaching,but also has positive effects on grammar teaching.On the basis of summing up the previous research results,the author has carried out an empirical research in high school English grammar teaching.First of all.through the questionnaire,the existing problems in the teaching of grammar were found.Many students who have grasped the grammar rules still frequently make mistakes in practice,and they are easily confused with the differences between grammatical rules.And then a feasible teaching mode according to Schema Theory was designed.The purpose is to study the effectiveness of the teaching model under the guidance of the theory in English grammar teaching in senior high school.Based on this purpose,the author studied the influence of this teaching mode on the students' English grammar learning methods,the change of attitude and achievement through questionnaires,teaching experiment,pre-test and post-test and interviews.In this study,93 sophomore students of one County High School in Liaoning are the experimental objects,the time range is from September to December.2016.There are 46 students in the experimental class and 47 students in the control class.In the experiment,the experimental class adopted the new teaching mode based on Schema Theory.while the control class still used the traditional teaching mode.It is found that after the experiment,the experimental class of English grammar learning achievement has made greater progress than the control class.Compared with the control class.the students' learning methods and attitudes to English learning also have improved.This indicates that the new teaching mode has a positive effect on the students' learning methods,learning attitudes to English grammar learning and academic achievement.However,due to the limited experimental time and scope of the objects,there are still some limitations to this study,which need to be perfected in future research.