A Study Of English Writing Teaching Of Senior High School Based On Schema Theory

Since the 1980 s,under the guidance of Schema Theory,western scholars have made abundant achievements in the field of language teaching research.Following the footstep of schema research abroad,Chinese scholars have made some useful reflections on the current situation of senior high school English teaching in China.However,from the perspective of research content,it mainly focuses on English writing teaching in university instead of that in senior high school.Therefore,this thesis intends to explore whether the application of Schema Theory can improve English writing teaching effect in senior high school or not.In this thesis,students from Guiyang Tsinghua High School are selected as research subjects.At the beginning of the experiment,the author learns about senior high school students' viewpoints towards English writing teaching through questionnaire ? survey and their English writing level through the pre-test.And then,the author divides the two classes into experimental class(EC)and controlled class(CC).n the process of English writing teaching,the schema-oriented writing teaching is adopted in the EC while the process-based writing teaching is still applied in the CC just like the last semester.At the end of the experiment,the author compares English writing teaching effect between the EC and the CC through questionnaire ? and post-test.At the same time,the author collects opinions and suggestions of students in the EC about the application of Schema Theory in English writing teaching by means of interview.According to the results of pre-test and post-test,the author finds that the average score of English writing in the EC is a little higher than that in the CC.In addition,the results of questionnaires and interview show that students in the EC have greatly improved their interest,confidence and participation in English writing.In conclusion,English writing teaching based on Schema Theory is conducive to improving English writing teaching effect of senior high school.