An Application Study Of Schema Theory In Senior High School English Translation Teaching From The Perspective Of Cultural Linguistics

Listening,speaking,reading,writing,and translation are five essential aspects of competence in English learning.However,translation is likely to be ignored by both teachers and students,because there is no direct question types about it.By sorting out literature,it can be found that a majority of research focuses on translation skills,the application conditions of translation teaching,suggestions on translation teaching,and so on.And little research is about the output and input of cultural awareness of learners in translation teaching,which is worth being discussed.Based on cultural linguistics as the disciplinary guidance,this research combines language with culture,and explores the application effect of the teaching approach guided by schema theory in English translation teaching in senior high school,so as to analyze and test the significance of schema theory in the cultivation of cultural awareness.The research subjects are 110 students in two classes in a senior high school in Ji’an City,Jiangxi Province.And the teaching experiment has lasted for a semester about four months.By the means of questionnaire,interviewing,and test,this paper makes a systematic investigation on the application effect of schema theory in English translation teaching in this senior high school.The main research questions are as follows:（1）Can the application of schema theory in translation teaching create an impact on the cultural awareness of senior high school students?（2）What is the influence that the application of schema theory in translation teaching have on students’ cultural awareness?By collecting,analyzing and summarizing the research data,the following conclusions can be found.（1）The application of schema theory in high school English translation teaching has a positive impact on students’ cultural awareness,and students’ cultural awareness can be improved.（2）The influence of schema theory in English translation teaching on students’ cultural awareness in this senior high school can be concluded in the following aspects: 1)Through data collection and students analysis before class,cultural schema in students minds can be activated.Students can quickly adapt in the class,thus improving the efficiency of cultural translation teaching in class;2)Through independent learning,teacher’s explanation and classroom exercises in class,students’ cultural schema can be enriched or rebuilt.Thus,students’ learning motivation and enthusiasm towards culture teaching can be enhanced,so as to improve the classroom atmosphere;3)Through further reading and reflection and evaluation after class,students can deepen cultural schema in their minds,thus enrich their cultural vocabulary and increase their cultural awareness.The above positive effects are directly reflected in the tests scores of the experimental class.However,the average score of the experimental class is not outstanding enough,which indicates that students’ cultural awareness,cultural background knowledge,still needs to be enhanced.Because of the limited range of research subjects and some other uncontrollable factors,there are some limitations in this thesis.However,after referring to some concerning literature and organizing some relevant research about the background information of cultural linguistics and schema theory,this study has managed to explore and testify the feasibility of the application of schema theory in senior high schools English translation teaching.It is hoped that this study will have some practical significance in highlighting the relationship awareness between language and culture while teaching with the inspiration of cultural linguistics and revealing the potential role of schema theory in English translation teaching.