Junior English Writing Teaching Based On Schema Theory And Discourse Analysis Theory

English writing as a practical output ability has still been a weak part of current Chinese English teaching. Nowadays, the traditional product teaching method has taken the dominant role in English writing teaching, which follows the model of “teacher provides the topic,then the students write and finally the teacher evaluates”. This linear model has caused teachers’ ignorance of students’ writing process and writing skills, and led to students’ low efficiency of writing, weak interest in English writing or even anxiety. The author attempts to apply the schema theory and discourse theory into junior English writing teaching so as to promote students’ writing interest and their writing ability.The schema theory and discourse theory have both been applied into English teaching area. However, the schema theory mainly focuses on the training of students’ receptive skills, 1istening and reading while the researches on the application of schema theory to the productive skills—writing and speaking are rare. Although the discourse analysis theory is widely applied in English writing, most of them take language in writing as a main perspective, which can’t solve students’ puzzles on what to write and how to write. stage.Under the guidance of schema theory, the author aims to improve this situation and employs the method of a combination of text material, concept mapping and oral presentation to assist the students to activate, enrich, and reconstruct their relative schemas. The discourse analysis theory is adopted to guide students to organize the language by making clear the writing perspectives students need to consider. In this way, students’ writing performance is expected to enhance and they can do well in both form and meaning.The quantitative and qualitative analyses are adopted in the research based on a questionnaire,a pre-test,a post-test and an interview.The experiment has been carried out in two parallel classes in Baochuta Pagoda Junior High School in Hangzhou which lasts for three months. The English writing teaching based on the schema theory and the discourse analysis theory is applied conducted in the experimental class,while the controlled class still adopts the traditional method.By calculating the data collected from the experiment with SPSS 1 6.0, it has proved that the writing proficiency of the experimental class has improved much more than the controlled class,which testifies the feasibility and effectiveness of the application of schema theory to English writing classroom.