Influence Of Schema-Based Instruction On Vocabulary Memorization

It is universally acknowledged that vocabulary is an elementary component of a language, which is essential to communication and plays an important role in language learning. In the width and depth of vocabulary learning, higher requirements have been raised in the English Curriculum Standards for Senior Middle School, and senior middle school students have to learn more words and be able to use them. However, a great many students find it rather difficult to learn English words and feel mentally stressed. Some count on the textbooks alone to learn words, some have no effective ways to memorize them, and others get fairly confused about how to deal with them. Therefore, it is of great significance for us teachers to research vocabulary learning strategies (VLS) and help enhance students' lexical competence.The object this thesis is to study and explore how to increase students'vocabulary capacity at the stage of junior middle school. The author focuses on schematic word association and raises the method under the Schema Theory guidance for Vocabulary Acquisition, is aimed at middle school students to improve vocabulary mastery level and promote their active vocabulary study, as a second language a comprehensive study has laid a solid foundation. Design a mode schema-based theory in classroom instruction to help students improve vocabulary retention level. The aim of the study is to explore the following three aspects: (1) Can the schema-based vocabulary instruction enhance students'memorization of vocabulary in textbook? (2) Can the schema-based vocabulary instruction help students consolidate previously-learned vocabulary? (3) Can the schema-based vocabulary instruction enlarge students'vocabulary the extra words outside of textbook?In order to test the effectiveness of the method, This paper will be based on the schema theory used in teaching English vocabulary of third-year junior middle school, after 12 weeks of classroom teaching, the test method used to test students in junior middle school textbooks on the mastery of new vocabulary, use schema-based instruction to consolidate the previously-learned vocabulary, and understanding the extra-words'meaning in reading comprehension.The author chooses junior grade three students from LiuFeng middle school in TianShui city as the subjects. 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 SPSS13.0.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. Author made an analysis and discussion the founding of this study that and come to the teaching inspiration.Finally,, the author made an analysis of the study and have a discussions for English vocabulary learning in junior middle school.