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

As a part of the cognitive linguistics,schema theory emphasizes the significance of the pre-exsiting knowledge to the new information.Schema theory has a great effect on English reading,listening and translating.In recent years,more and more scholars have noticed the inner connection between schema and vocabulary acquisition.As we all known,vocabulary is the inner part of the English studying,no one can deny the importance of the vocabulary to the English study.Studying vocabulary well has been the most urgent thing as more and more vocabulary is needed by the entrance of the university.Schema theory has a great explanation of the vocabulary,but only a few people make a connection between English synonyms and schema theory.Therefore,the thesis tries to find the reasons of the difficulty of English synonym learning from the cognitive aspect and tries to provide effective suggestions to the synonym learning in senior high school.100 students are selected for the study.They are from Grade 10 in No.1 High School in Harbin.The study focuses on the possible causes for synonym learning difficulties in senior high school,which is an empirical study directed by schema theory.This paper aims to answer the following questions:(1)Why is it difficult for senior high students to study English synonym?(2)What the synonym learning difficulties are like for senior high students?(3)How to use schema theory for English synonym learning in senior high school?...