An Empirical Study On English Writing Teaching Of Junior High School From The Perspective Of Schema Theory

Writing is an important part of the junior high school English teaching. According to the survey, the English writing level of students in junior high school still do not achieve the ideal effect due to the influence of the traditional teaching method. The students often occur writing errors. Writing is still the weakest point in the four basic skills in English listening, speaking, reading and writing. In recent decades, some researchers have been trying to apply schema theory to English writing teaching, though they have made some progress, these studies are mostly concentrated on college or senior high school teaching, seldom in junior high school.Considering the above issues and the present writing situations, this paper aims to explore new ways to improve the junior high school students’ English writing strategies and proficiencies from the perspective of schema theory. The author has implemented an empirical research on English writing teaching of junior high school students. The study mainly discusses the following two questions: Q1: Can the schema-based English writing teaching have positive effect on junior high school students’ writing strategies? Q2: Can junior high school students improve their writing proficiencies after the schematic writing training?The author conducts an empirical study which has lasted for over 3 months. The subjects are 87 students of two parallel class in Grade 8(class 1 is the control class, 44 students while class 8 is the experiment class, 43 students) from Guangzhou Tonghe Middle School. First of all, the author adopts one questionnaire investigation for the experimental class before the experiment, and the same questionnaire investigation is given again to the same students after the experiment. Secondly, the author conducts two writing tests(pre-test and post-test) in two classes to examine if students have improved their writing proficiencies. With the SPSS 22.0 software, all the data are collected and analyzed accurately and clearly.Through this empirical study, the authors finds that: 1. the schema-based English writing teaching have positive effect on junior high school students’ writing strategies. 2. After the schematic writing training, junior high school students can improve their writing proficiencies.This thesis significantly explores an empirical study from the perspective of schema theory. Although the study has some limitations, it can broaden the practical guidance of schema theory and accumulate some valuable implications for English teachers: 1. before writing, teachers should pay attention to nurturing students’ ability of ideation such as constructing the framework of composition. 2. During writing, teachers should foster students’ ability to construct prior knowledge. 3. After writing, teachers should encourage students to make self-evaluation and peer evaluation.