Schema Theory And Vocabulary Teaching & Learning

This thesis will discuss the implications of the present development of schema theory for vocabulary teaching and learning. The author focuses on schematic word association to proof the theoretical rationality and the practicality of constructing and activating schemata among target words to facilitate the progress of vocabulary teaching and learning.The author chooses sixty second-year college students from Changchun University of Science and Technology as the participants. They are divided into the experimental class and the control class. In the experimental class, the schematic vocabulary presentation is used while in the control class, the rote repetition of word lists is used. And a pre-test, two post-tests are administered. The results are analyzed by using SPSS11.0.The following findings are achieved: Differences between the pre-test and two post-tests for the experimental class are reported much greater than for the control class. Compared with classroom rote repetition, the teaching method of schema-assisted word association is significantly different in textbook new word retention and old word consolidation. However, distributions of total marks of the two post-tests in the experimental class don't always correspond with that of the pre-test in parallel.