A Study On The Application Of Schema Theory To English Summary Writing Teaching In Senior High School

Given the effectiveness of summary writing on improving comprehensive language competence and the schema theory on guiding the reading or writing teaching,this article attempts to apply the schema theory,(the language schemata,content schemata and form schemata)to high school summary writing teaching.By conducting the questionnaire survey,teaching experiments,interviews,it aims to explore the effectiveness of the summary writing teaching under the guidance of schema theory which mainly involves the following issues:(1)Can schema-based summary writing teaching affect students’ emotional attitude towards summary writing?(2)Can schema-based summary writing teaching improve students’ ability of summary writing?In this study,the author took two parallel classes of a senior high school in Taizhou as the experimental objects for a semester of experimental teaching.The experimental class is divided into three stages to carry out the teaching of summary writing under the guidance of schema theory: the overall teaching of summary writing,the semi-teaching of summary writing,and the teaching of outline writing self-improvement.In the teaching stage of general writing comprehensive guidance,this paper puts forward the basic teaching mode and provides teaching reference cases of teaching materials and general writing sample questions for teachers to guide students to inspire,use and reconstruct three kinds of schemata in the whole process of reading and writing.At the stage of semi-instructional teaching of summary writing,based on schema theory,this paper provides instructional guidance on how to combine instructional planning and provides instructional reference cases of different text styles.At the self-improvement stage of summary writing,it concentrates on the suggestions on how to apply different evaluation methods to tell the quality of summary writing in language,content and form.Meanwhile,the same teacher kept the traditional summary writing teaching of the CRT class,which focused on the analysis of input and output texts.Finally,through the data analysis of the questionnaire survey,the test scores and personal interviews,the author draws the following conclusions :(1)schema-based teaching can enhance students’ interest and confidence in summary writing and English learning.(2)teaching under the guidance of schema theory can train students to activate,use and reconstruct language schemata,content schemata and formal schemata to a certain extent,so as to effectively improve students’ summary writing ability and even their comprehensive language competence;Of course,due to limited experimental time and other factors,this study needs to be further improved.However,the author is convinced that the schema-based teaching of summary writing is worth trying.