| Vocabulary is one of the three basic elements of a language. Therefore, mastering certain amount of vocabulary is the precondition of learning a language. But, in reality, the teaching of vocabulary is not satisfying. Most students memorize words mechanically for lack of scientific methods. As a result, the learning effect is poor. As we all know, the learning of a second language is also the culture learning of the target language. Therefore, investigate the learning of culture-loaded words is one way to improve the second language learning.Originally the schema theory is used to explain and understand the psychological processes, later it is used to find out the learning process of human brain. Its basic theory is that when people learn new knowledge, the existing background knowledge will have impact on the interpretation and storage of new information. There has already been some research about schema theory and reading and listening teaching. But research about schema theory and vocabulary teaching is rare, especially in teaching Chinese as a foreign language.Firstly, the author makes a questionnaire about107students from Hope Christian High School to know students’ Chinese vocabulary learning attitude and method and the combination condition of vocabulary teaching and culture and schema. Secondly, based on schema theory, the author conducts culture-loaded words teaching in three ways, namely, to activate existing schema, to compare schema of mother language and target language and to construct suitable schema. To check the teaching result, the author gives a test to the experiment class and the regular class. Through comparing, we can conclude that schema does improve the learning effect of Chinese culture-loaded words. Because of all kinds of reasons, this research is also of some shortcoming. To solve these problems, the author gives some improving suggestion in the end hoping to help future study about schema and vocabulary teaching. |
PDF Full Text Request