An Empirical Study On English Vocabulary Teaching Based On Schema Theory In Vocational School

Vocabulary is the foundation of language learning and plays an irreplaceable role in language learning.Although vocational school teachers attach great importance to vocabulary teaching,the effect of vocabulary teaching is still not ideal.Besides,vocational school students’ English foundation is relatively weak,and their English learning attitude is relatively negative,so it is a challenge for most students to learn English vocabulary well.Therefore,this study applied schema theory to vocational school English vocabulary teaching,aiming to explore efficient methods to improve vocational school students’ vocabulary learning achievements and change their learning beliefs,learning attitudes and learning methods.The purpose of this study is to answer the following two questions:(1)What effects does schema-based vocabulary teaching have on students’ English vocabulary learning achievements?(2)What effects does schema-based vocabulary teaching have on students’ English vocabulary learning beliefs,learning attitudes and learning methods? This study takes 60 students from a vocational school in Huining as the research subjects,and the two classes are randomly divided into the control class and the experimental class.Schemabased vocabulary teaching methods are used in the experimental class and the control class employs a regularly-used teaching method.This study lasts over four months.In this study,tests,questionnaires and an interview are used as research instruments to collect data.After the experiment,SPSS 24.0 is used to analyze these data.The conclusions of this study are summarized as the following:(1)By analyzing the results of pre-tests and post-tests,the author finds that the pre-test results for the two classes are basically the same.However,the post-test results of the experimental class are much higher than those of the control class.The results manifest that schema-based vocabulary teaching can efficiently improve students’ English vocabulary learning achievements.(2)By analyzing the results of the pre-questionnaire,post-questionnaire and interview,the author finds that there are positive changes in the students’ vocabulary learning beliefs,learning attitudes and learning methods for the experimental class,which presents that the schema-based vocabulary teaching has positive effects on students’ English vocabulary learning beliefs,learning attitudes and learning methods.