The Application Research About Schema Theory In Vocabulary Teaching In Senior High School

Vocabulary ability is the basis of language competence development.With the development of the new curriculum reform in senior high school,the new English curriculum standard puts forward higher requirements for senior high school students' English learning ability,especially the requirement of enlarging vocabulary.As a result,helping senior high school students find the most effective way of learning words is the field that most language scholars and current high school teachers have been focusing on and researching in.In 1870 s,Schema theory has been introduced into foreign language teaching.Henceforth,researchers have been working on applying the theory to language teaching.Many scholars have made a deep discussion on how to apply schema theory to senior high school English teaching at home and abroad,and they have done a lot of fruitful work and they put forward many effective methods for the application of schema theory.Schema theory has been widely used in translation and reading teaching,but few researchers pay attention to the application of the theory in vocabulary teaching.This paper will start with the importance of vocabulary learning and the current situation of vocabulary teaching in senior high schools in China and it will expound the application effect of Schema Theory Vocabulary Teaching Mode in teaching practice.Based on the actual teaching situation,this paper first puts forward the research questions and research significance.Then,this paper expounds the related concepts and related theories of schema and previous research on related topics on the basis of reviewing the results of previous studies.It also explores the theoretical basis and importance of vocabulary learning,and tries to find out the internal relationship between schema theory and vocabulary learning.Questionnaire survey,as well as interviewing and test method,is used in this study.The test method is that the experimental study is conducted in two classes in senior high school.One class is the experimental class and the other is the control class.Before the experiment,the students are surveyed in order to understand the basic situation of students' vocabulary learning,and the paper conducts the pretest for all students.Pretest results show that the vocabulary levels of the two classes are close to each other before the experiment.Then different teaching methods are adopted in the two classes.The experimental class adopts schema theory as the guiding method in vocabulary teaching.The control class adopts the traditional teaching method as the guiding method in vocabulary teaching.Four months later,the writer conducts the post test for the students in the experimental class and the control class in order to test if the post performance of the experimental class is better than that of the control class.The main findings are as follows: 1)Vocabulary teaching based on schema theory can greatly improve the students' interest of learning vocabulary.2)Vocabulary teaching based on schema theory can help students form effective vocabulary learning strategies.3)Vocabulary teaching based on schema theory has different effects on students whose levels of learning are various.4)Vocabulary teaching based on schema theory can improve students' performance on reading.At last,this paper presents the implications of Schema Theory in senior high school English teaching,and puts forward the inadequacies of this study and suggestions for future research in this field.