Exploration Of Schema Theory In English Writing Teaching In Junior High School

Among the five English language skills(listening,speaking,reading,watching and writing),writing has an evident significance.It is a kind of output of language abilities in a written form,which can objectively reflect students’ language abilities and logical thinking,and to a great extent reflects the gains and losses in English teaching and learning.But in the first-line teaching in junior high schools,due to the insufficient class hours and excessive teaching tasks,most teachers often only lay emphasis on the results of writing and do not care about the guidance before writing,the help during writing or comments after writing.As a result,teachers cannot help students to overcome the specific difficulties,which makes writing teaching become one of the biggest problems for teachers.In order to solve these problems,the author has carried out a practical study on the application of schema theory in junior high school English writing teaching for one semester in a middle school in Sanya.The research aims to answer two questions: First,how does schema theory affect junior high school students’ writing ability? Second,how does schema theory affect junior high school students’ writing confidence and writing interest?By applying questionnaire and experiments,the research has been done in two parallel classes from Grade 8 of a middle school in Sanya.One of the classes is the experimental class,and the other one is the control class.The schema theory will be applied to English writing teaching in the experimental class,while the control class will accept the traditional English writing teaching.Before the experiment,all the students in the experimental class and the control class are asked to take part in a writing test,and the software SPSS26.0 is used to analyze the results of the test.The result shows that there is no significant difference between the experimental class and the control class,so the two classes meet the requirements of the experiment.At the same time,the students in the experimental class take part in a questionnaire survey.The survey can help to analyze the students’ writing status and their satisfaction with writing teaching.In the experimental stage,the writing teaching of the experimental class combines the schema theory,while the writing teaching of the control class is consistent with the original one.After the experiment,the author once again conducts a questionnaire survey on the experimental class,and arranges a writing test for both classes.The questionnaire data and composition test data show that the English writing level of the experimental class is significantly improved compared with that of the control class.In summary,schema theory can enhance junior high school students’ interest,confidence and competence in English writing.Therefore,this study has some value for junior high school English writing teaching.Finally,combined with the first-line teaching experience,the author also expounds the enlightenment and limitations of this study,and puts forward some suggestions for further research.