A Study On The Improvement Of Language Ability In English Writing Teaching And Learning For Junior Middle School Students Under The Guidance Of Schema Theory

The language ability in core competence of English discipline refers to the ability to understand and express meaning by listening,speaking,reading and writing in different situations.Writing is one of the four basic language skills.It is also an significant index to test the comprehensive ability of language.It is the best feedback on the skills of listening,speaking and reading.However,the current situation of English writing teaching in rural junior middle schools is not satisfactory.Teachers still use traditional teaching methods to teach English writing.In English writing training,students cannot make good use of the vocabularies they have learned,and often make some grammatical errors.Besides,there are many empty contents,insufficient evidence,as well as unreasonable and incoherent text structures.Theses problems above make the English writing in rural junior middle schools fail to meet the requirements of language output in the English Curriculum Standards for Compulsory Education(2011-year Edition),and the language ability in core competence of English discipline.In this case,English teachers need to explore a kind of writing mode which is supposed to be easy and effective to accept for junior high school students.English teaching,under the guidance of schema theory,can truly take teaching into consideration based on students’ acceptance so as to implement the "student-centered" teaching concept in practice(Song Yuping,2019:1).It is required to solve the problems of vocabulary shortage and grammatical errors through activating the language schema.It is necessary to enrich writing contents through constructing the content schema and it is of significance to solve such difficulties as unreasonable text structure and incoherent language expression through adopting formal schema.The study attempts to answer the following three questions:Firstly,based on the guidance of schema theory,can the teaching mode of English writing improve the ability to use vocabulary and grammar correctly in English writing for junior high school students?Secondly,based on the guidance of schema theory,can the teaching mode of English writing improve the situation of empty content in English writing for junior high school students?Thirdly,based on the guidance of schema theory,can the teaching mode of English writing improve the coherence of language expression for junior high school students?In this study,two parallel classes of Wuzhai Experimental School in Xinzhou City were taken as the research objects,in which Class 112 was regarded as the experimental class,and Class 113 was seen as the controlled class.The experiment was carried out for 16 weeks.According to the questionnaire,interview content,as well as the comparative analysis of the English writing performance,it turned out the teaching mode of English writing under the guidance of schema theory can improve the ability to use vocabulary and grammar for junior middle school students,the situation of content and the coherence of language expression.Therefore,it can improve the language ability for junior high school students.