Study On The Application Of Image Schema To English Phrasal Verb Teaching In Senior High Schools

The general senior high school curriculum standards(2017 edition)proposes to strengthen the cultivation of students’ core qualities,which means higher requirements for teaching.phrasal verb,as an important part of English teaching and daily communication as well as often tested in the College Entrance Examination,are taught far from efficient and weakened the interest of students,and students cannot understand phrasal verbs by rote memorization not from the essence.Image schema theory emphasizes the cognitive process of phrasal verbs,communication strategies,analysis and reasoning,which not only plays an important role in cultivating students’ ability of comprehension,transferability and retention,but also meets the higher needs of English phrasal verbs teaching.Therefore,it is of great importance to study the influence of the image schema theory on the teaching of English phrasal verbs in senior high school.The research questions for this study are in the following.1.What is the effect of English phrasal verbs teaching based on image schema on high school students’ phrasal verbs ability(comprehension,transferability and retention)? 2.Why does the English phrasal verbs teaching based on image schema have such an effect on high school students’ phrasal verbs ability from the perspective of motivation,confidence and interest,cognitive structure,phrasal verbs learning strategies as well as social skill?The research objects of this study were a total of 111,in two classes of the first year of a public high school in Chongqing.All the students in both classes had a pretest before the experiment and the result showed that there is no difference between these two classes.In the experiment,the control class are taught in traditional teaching approach,which mainly focus on the transmission of meaning of phrasal verbs,while the experimental class adopted image schema theory,mainly focusing on the construction of students’ schema.After the teaching,two post-tests were conducted on both classes.In addition,questionnaires and interviews were conducted in control and experimental classes to study the reasons for changes in student achievement.Through the analysis of the test data in the experiment,it was found that: the phrasal verbs comprehension scores of both classes improved,but the experimental class improvement score was higher than that of the control class,and only the medium-level students were more significant.The transferability ability of both classes improved,but the experimental class improved its score higher than that of the control class except for the lowlevel students,and the high and medium-level students were more significant.The post-test score of phrasal verb retention ability in the experimental class was better than that of the control class,and the difference between the high-level students in the two classes was not large,and the difference between the medium and low-level students was large.Then in order to find the reason why students had a great change in their phrasal verbs ability(comprehension,transferability and retention),questionnaire and interview are used to study from several dimensions such as students’ motivational,interest and confident in phrasal verbs classes,changes in students’ cognitive structure,and phrasal verbs learning strategies,and it is found that the reason for the change in students’ grades is that the English classroom guided by image schema theory(1)improves students’ motivation,interest and confidence in English phrasal verb lessons;(2)builds the cognitive structure of phrasal verbs;(3)develop students’ ability of using phrasal verbs learning strategies;(4)improve students’ social skills.