An Experimental Research Of The Schema Theory On English Grammar Teaching In Senior High Schools

The research on the combination of schema theory and English teaching has been studying since the late 1970 s.Schema theory mainly studies the storage and presentation of human's memory,which plays an important guiding role in language teaching and learning.In the deepening process of its research,schema theory has been widely used in English teaching.In recent years,the application of schema theory in English grammar teaching has also been researched.Grammar,as the rules of words into sentences and sentences into passages,is a generalization of a certain language's structural rules,which include rules on forms,semantics and pragmatics.However,when learning grammar,students often encounter some problems,such as difficulties in memory,lack of grammatical concepts,fragmentation of grammar knowledge,inability to form a grammatical knowledge system etc.Therefore,to promote students' grammar learning,this study combines schema theory with English grammar teaching,using the “activation-creation-consolidation” teaching model to carry out grammar teaching,and adopting the experimental approach to prove the effectiveness of this teaching model.Firstly,this research discusses the research status of schema theory and the applications of schema theory in English grammar teaching by means of literature research,summarizing the theoretical bases of the combination of schema theory and grammar teaching and introducing the English grammar teaching model based on schema theory.In addition,this study focuses on verifying the effectiveness of this grammatical teaching model through experimental approach,and takes grammar knowledge in senior high schools as the starting point to carry out grammar teaching based on schema theory.The experiment is divided into three stages: the preparatory stage,the middle stage and the later stage.In the preparatory stage,the pre-test data is collected in order to master the overall English level of the experimental group and the control group scientifically.In the mid-experiment stage,the grammar teaching mode based on schema theory is adopted in the experimental group,while the control group is still taught according to the traditional teaching methods.Moreover,the scores of the experimental group and the control group of correction questions in the weekly tests in every 30 days are conducted and analyzed to monitor the changes of the two groups in the middle of the experiment.In the later stage of the experiment,the results of the fourth monthly examination,the score rates of correction questions and the questionnaire survey of the students in the experimental group are collected and analyzed in order to test the teaching effect of the experiment.Eventually,after four months of experimental operation,data collection and analysis,the final conclusions of this study are as follows:1.High school English grammar teaching based on schema theory can assist in the teaching and learning of English grammar.2.High school English grammar teaching based on the schema theory is beneficial to the improvement of the comprehensive application ability of the students' grammar knowledge.