The Application Of Schema Theory In Junior High School Students’ English Narrative Writing

Writing is an important index to measure the language application ability of English learners.It requires students to have solid language foundation and comprehensive language application ability.So writing teaching is the emphasis and difficulties in middle school.Therefore,it’s necessary for teachers and students to explore an effective way to help to improve students writing ability.And narrative writing has a top priority in junior high school English.The effective teaching methods,which can help students master the writing skills make a basis for follow-up writing study.Schema theory has become an important theory of cognitive linguistics,which has positive guiding significance for psychology and language teaching.The role and significance of schema theory in foreign language teaching research has been recognized by researchers.In recent years,schema theory has been paid more and more attention by foreign language educators and successfully applied in teaching practice.In this study,a large number of literature were collected to discuss the current situation of the application of schema theory in second language writing,and the theoretical basis and teaching mode of the application of graphic theory in English narrative writing were reviewed.The study was designed to make the students of Grade Seven of a junior high school in Sichuan Province be the subject of the study,and combined the schema theory and English teaching narrative writing according to the activation-construction-consolidate narrative writing teaching mode of English teaching,and the experimental method is used to verify the effectiveness of this teaching mode,to improve the level of junior middle school students English narrative writing.The research process is divided into pretest,mid-term experiment and late data analysis.Pretest: the author took a writing test and divide the experiment objects(one hundred students in a middle school in Guang’an Sichuan province)into three groups of high grades,middle groups and low groups according to the exam results.And then choose three students from each group,and make a statistics of numbers ofgrammatically wrong sentence,sentences relevant to the topic and cohesive sentences in total sentences,in order to know about what kinds of schema students at different levels lack in their narrative writing.Mid-term teaching experiment: the author conducted a one-term class observation and keep record of four narrative writing topics by other teacher.And choose “My family”and “My school trip” two topics to constructed the theory of schema in before writing,while writing and post-writing.Statistical analysis: Choose a student from each group randomly as a representative,make statistics and comparative analysis of cohesive sentence and points numbers,accurate words share in the total number,to find out the suitable for students of different levels of the building method of narrative writing,eventually to improve students’ level of narrative writing.The results are as following:(1)The improvement of narrative writing requires students to activate and master the language schema that serve the language expression level of the article,and form the formal schema that constitute the chapter structure as well as the content schema that is relevant to the topic.(2)the English teaching methods guided by the schema theory have different influences on students with different English learning levels.(3)Narrative writing under the guidance of the schema theory generally follows the ideas of activating the existing schema before writing,constructing new ones in writing,and consolidating the old ones post writing.In addition,selecting appropriate reading materials is an effective way to construct new schema,and group discussion and communication can help to activate existing schema.