An Empirical Research On Causes Resulting In English Synonym Learning Difficulties In Senior High School Under The Framework Of Schema Theory

As one of important outcomes in cognitive linguistics studies, schema theory has been widely applied to English reading, listening, writing and translating for its core concept that pre-existing knowledge has an impact on accepting new information. In recent years, more scholars have noticed the inner connection between schema and vocabulary acquisition, and committed to the application of schema theory to English vocabulary teaching. Although the schema theory explained well in the process of vocabulary acquisition, there are few specialized researches on English synonyms, which contribute to rich expressions in English but difficult to learn, especially under the framework of schema theory. Therefore, considering the significance of synonym learning, this thesis will study the current situation of English synonym learning in senior high school, and try to find out the cognitive reason of synonym learning difficulties in order to provide effective suggestions for synonym teaching and learning in senior high school.This study selects two classes of 117 students in one of Harbin Senior Highs as experimental subjects and discusses the possible causes for synonym learning difficulties in high school, which is an empirical study directed by schema theory. This paper aims to answer the following questions:(1) What the synonym learning difficulties are like for senior high students?(2) What are the cognitive causes of their learning difficulties?(3) What are the implications of schema theory for English synonym teaching and learning in senior high school?This dissertation covers five chapters. Chapter One has briefly described the research background, the significance and purpose of research, and reviewed the studies on schema theory and vocabulary acquisition at home and abroad. The second chapter explains the concept and classifications of schemata, and the both the advantages and disadvantages of schemata employment, and studies the definition, classification and features of English synonyms, to excavate the inner connection between schemata and synonym learning. The third chapter is research design, which introduces experimental questions, experimental subjects and purpose, and experimental procedures in detail. Chapter Four is the analysis and discussion on experimental data, the core part of the thesis, which explores the causes resulting in English synonym learning difficulties for high school students through SPSS 22.0. The fifth chapter presents implications of this study for English synonym teaching and learning in senior high, and puts forwards the limitations and prospects of the study.