The Application Of Schema Theory To English Writing Teaching In Senior High School

English teaching emphasizes the practicability and application of language learning,which is also supposed to cultivate students’ language communication ability and application level.As one of the indicators of comprehensive competence,writing ability is a manifestation of a higher level of language application ability and exerts a enormous function in the whole English teaching.At present,the English writing ability of senior high school students in our country is not optimistic and has not yet reached the corresponding requirements of curriculum standards.The reasons lie in that the students do not know what to write and how to write,lack the corresponding writing strategies and training,and gradually they have little interest or even lose heart in writing.To some degree,it is the neglect of English writing and the lack of scientific and efficient teaching ideas and methods of writing.Schema theory,which is based on cognitive psychology,has theoretical and practical value in English teaching.This study with the purpose of applying schema theory to the teaching of English writing in senior high school.Combining with the practice of classroom teaching and the students’ level and characteristics,this research aims to explore the English writing methods and strategies guided by schema theory in the English classroom so as to enhance students’ interest and confidence in English writing and finally receive the effect of improving English writing ability.The three research questions to be answered in this study are as follows:(1)What is the present situation of senior high school students’ English writing?(2)What is the influence of applying schema theory to the English writing teaching on students’ writing interest?(3)What effects does schema theory have on students’ writing ability in senior high school English writing teaching?This study mainly adopts the teaching experiment method,and collects materials and data through questionnaires,interviews and tests.In view of the actual level of students and the teaching practice,the author tries to apply the schema theory to the teaching of English writing.In the experimental class,the schema-centred writing teaching method is adopted,while the previous writing teaching method is still used in the control class.Through the teaching and training of three months,the author combines with the results collected from questionnaires,interviews and tests to analyze and compare the differences or gap of the two classes.Through the research,it can be found that the situation of high school students’ English writing is not ideal,which requires teachers and students to make joint efforts to improve this situation.And the schema-oriented writing teaching method can effectively stimulate and raise students’ interest and confidence in English writing,so that they can get more improvement in their writing performance and ability.This research not only provides effective teaching strategies for senior English writing,but also affords implications and reference for schema theory to be better applied to English teaching.