Application Of Schema Theory Research Articles

The Application of Schema Theory in English Reading

English reading has always been an important part of English learning. However, many non-English major Chinese students do not pay attention to the cultivation of reading ability, but only passively learn with the goal of exams. At the same time, due to cultural differences, many difficulties arise in the process of English reading teaching. The development of schema theory provides language researchers with a good idea for studying reading behavior, and it also provides guidance for the teaching process of English reading for Chinese university students. Therefore, this paper uses a literature analysis method to study how schema theory works in English reading in different teaching methods, hoping to provide more teaching ideas for teachers. The study shows that currently, mind mapping and information technology teaching can effectively improve college students' English reading ability. In the teaching process, students use mind mapping to grasp different formal schemas and conduct top-down reading based on the mind maps they draw. At the same time, new media teaching and mobile learning also expand students' content schemas, promoting systematic learning of language knowledge for students.

Application of Schema Theory in English Reading Comprehension Teaching in Senior High School

English reading is a basic language skill, and the level of English reading comprehension is directly related to the level of learners’ language ability. In recent years, the new curriculum standards and the new college entrance examination reform have put forward higher requirements for high school students’ English reading comprehension ability. However, English teachers pay much more attention to vocabulary, sentence patterns and grammar knowledge, and to some extent neglect the cultivation of the cultural knowledge, genre structure and reading strategies at present. English reading teaching based on schema theory emphasizes linguistic knowledge as the basis, activating the existing schema, enriching the background knowledge and grasping the discourse structure, so as to achieve a comprehensive understanding of the text. Therefore, this paper combines schema theory with English reading teaching, and analyzes how to effectively use schema theory to help students effectively read and improve their reading ability from three stages: before reading, while reading and after reading.

The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

The Application of Schema Theory in the Teaching of Reading in Senior High School

Reading is an important part of English teaching. Traditional English teaching has always on the basis of teaching new words, grammar and long and difficult sentences, however, it is necessary for us to carry out the reform and innovation of English teaching in order to change the ineffective way of English teaching. In this paper, three schema forms of schema theory are introduced into high school English reading teaching activities. It is hoped that schema theory can help students overcome difficulties in learning, improve the quality and speed of reading, stimulate their interest in learning, change the way from passive learning to active learning, and find a way in using schema to better help senior high school students improve their reading abilities.

The Application of Schema Theory in Teaching Continuation Writing for Senior High School Students

With the continuous advancement of education and teaching reform, higher requirements have been put forward for English teaching. In China, the continuation task has been incorporated into the National Matriculation English Test for testing students’ comprehensive English ability since 2016. However, it also has become a burden that most teachers and students are anxious about. In senior high school English classrooms, teachers are required to integrate reading and writing effectively so as to achieve the purpose of cultivating students’ core competency. Hence, based on schema theory, this paper explores the teaching strategies of English continuation writing in senior high school in order to improve students’ ability of continuation writing and improve their comprehensive use of language.

The Application of Schema Theory in English Reading Teaching

The Application of Schema Theory in English Reading Teaching

The Application of Schema Theory in Listening and Speaking Teaching of Tourism English in Higher Vocational Colleges

The Application of Schema Theory in Listening and Speaking Teaching of Tourism English in Higher Vocational Colleges

LEARNING MANAGEMENT USING SCHEMA THEORY FOR ENGLISH LISTENING SKILL: A CASE STUDY OF CHINESE VOCATIONAL HIGH SCHOOL STUDENTS IN ZHEJIANG PROVINCE

This study aimed to improve the English listening skills of vocational high school students and their attitudes towards applying schema theory in English listening classes. Both quantitative and qualitative methods were applied including four online lesson plans, pre-test, post-test, and semi-structured interview with the focus group of four 10th grade Chinese students. The quantitative data was analyzed using a descriptive analysis method with mean and standard deviation while the qualitative data was analyzed using a thematic analysis method. The results showed that after applying schema theory to English listening lessons, the average score of students before and after the test (x = 13.50) was higher than that of the pre-test (x = 7.50).Students' responses to interviews on interests and motivation, involvement and effectiveness showed that they all expressed a positive attitude towards the application of schema theory in English listening classes. The findings remarkably proved that the application of schema theory should be considered as an alternative and effective way of teaching listening skills in English in Zhejiang province, China.

Is Schema Theory Helpful in Teaching and Learning Based on Visualizing Research?

Schema theory is one of the critical theories in cognitive linguistics. It has been applied to teaching and learning in recent years. With the question of how schema theory can be used and a benefit for practical application in education, this paper visualizes studies of the use of schema theory in education through the VOSviewer. Co-occurrence and bibliographic analysis provide the directions for the results of the research which will improve teaching and learning. With a close look at the research, we can see that the application of schema theory both in and after class can facilitate teaching and can also strengthen memory, reducing the degree of knowledge forgetting at the same time. This study of schema theory in education can give some suggestions for teachers and students.

A Study on the Strategies of Improving English Listening Comprehension among Non-English Major Undergraduates from the Perspective of Schema Theory

More and more attention is paid on listening comprehension in recent years. However, learners usually put more emphasis on vocabulary, grammar, pronunciation or accent to enhance the listening performance. This paper aims to analyze students’ listening attitudes and abilities from the perspective of schema theory and discuss the strategies and application of schema theory in English listening comprehension. Interviews and questionnaires are both included in this paper among non-English major undergraduates in order to figure out the obstacles in the listening procedure and try to address the issue to improve the English listening abilities. The results showed that some of the learners have the consciousness and awareness to apply the schema theory to the listening comprehension. Therefore, the significance of questionnaires and interviews supports that the schema theory might be effective in English listening learning.

The Application of Schema Theory in the Teaching of English Reading in Senior High Schools

In English learning, good reading ability is very important. In recent years, the scores of students' reading ability in the college entrance examination have also increased. However, in many cases, even though students can understand the vocabulary and syntax of the text, they still cannot correctly grasp the main point of the text. They are easily immersed in the details of the text and cannot grasp the key content. There is a certain relationship between English reading and schema theory. The more complete a student's schema, the more targeted and efficient the processing of text materials. Therefore, high school English teachers should make full use of schema theory to improve teaching strategies, and focus on the development of students' schemata, so as to enhance students' English reading ability and information processing ability.

Teaching English as a Foreign Language (EFL) in Chinese Schools: The Case of Dongchang Middle School Using Schema Theory

This empirical study applies the schema theory English writing teaching in a middle school in China according to the new curriculum standards.This study mainly seeks to address two issues: i). Does the application of schema theory in teaching English writing in middle school effective? ii). Compared with the traditional teaching of English writing teaching methods, can middle school students’ English writing method based on schema theory be more efficient?The methods used in this study are known as the literature analysis and experimental research methods. This paper analyzes the current situation of middle school students' writing level and teachers' English writing, based on the schema theory of education.A survey was conducted as a teaching experiment for about two months in two parallel classes in Donchang Middle School. The controlled class used the traditional teaching method, while the experimental class used the teaching method based on schema theory. After about a period of the experiment, the two classes were post-tested and data collected, analyzed and conclusions made. The findings show that the Schema Theory used in English teaching can effectively improve the writing ability of students and enhance their confidence in English writing. Therefore, it is recommended that the schema theory should be used as a method of effectively teaching English writing. Keywords: English education, schema theory, teaching and learning, Middle School, Dongchang , China DOI: 10.7176/JEP/11-15-03 Publication date: May 31 st 2020

Students’ Perception toward Schema Theory That Used In Reading Class (A Study on the Fifth Semester Students of English Education Study Program of FKIP UNIB in Academic Year 2010/2011)

The objectives of this research are to identify the perception toward schema theory that used in reading class on the fifth semester students of English Education Study Program of FKIP UNIB in academic year 2010/2011. The population of this research was the fifth semester students of English Education Program of FKIP UNIB in academic year 2010/2011. The population of this study was the whole fifth semester students of English Study Program of Bengkulu University for academic year 2010 – 2011 which consist of 38 students. The sample of this study used total sampling technique. This study was a descriptive study. The instrument of this study was questionnaire. The questionnaire consists of 25 items that purpose to measure students’ perception toward schema theory. The result of this research show that the schema theory had 86,50% positive perception, 12,30% neutral perception and 1,20% negative perception. It displayed that the respondents had high positive perception toward schema theory. It means that most of the students agree with the application of schema theory as a learning style in the fifth semester students of English Education Program of FKIP UNIB in academic year 2010/2011.

Application of Schema Theory in High School English Reading Comprehension

Reading comprehension accounts for a lot in English tests. As a key and difficult point in English teaching at high school, the traditional way which focuses on the infusion of vocabulary and grammar may lead to decline of students’ interest in English learning. It is important to find a suitable teaching method for high school students as soon as possible. The schema, which is also known as the background knowledge of students, plays a very essential role in their comprehension of reading materials. Therefore, this paper will concentrate on the exploration of schema theory to find out an English reading teaching method for high school English teachers, which can not only fundamentally improve the students’ English grades, but also effectively transmit useful reading strategies to them and help them form a complete and comprehensive framework of knowledge. Rumelhart proposes that schema is consisted of several variables that represent elements of concepts, and it is a kind of knowledge framework and categorizing system. Based on this definition, this paper attempts to explain the relationship between the schema and the students' reading comprehension process, summarize the concrete role and important influence of the content schema, formal schema and language schema in English reading teaching, and verify the feasibility of the application of schema theory. And a detailed teaching method, which includes the English teaching process before, in and after class will be proposed.

The Application of Schema Theory in College English Listening Teaching

Listening was once believed to be a passive one-way comprehensive process. However, with the development of language teaching, listening comprehension is found to be an interactive process of two-way communication, during which listeners’ background knowledge play an important role. Schema theory lays theoretical foundation for this explanation. Based on this, the author designs a Schema Theory-based Teaching Mode of English Listening, which is a framework of pre-listening, during-listening and post-listening activities for classroom listening teaching. This mode aims to improve reasonably and effectively college English listening teaching and the students’ listening competence.

Some Hypotheses on the Nature of Difficulty and Ease in Second Language Reading: An Application of Schema Theory

Abstract: This article reviews the empirical and pedagogical literature on the concept of “difficulty” (or “ease”) in second language (L2) reading at the university or adult level and discusses it within the framework of schema theory. A traditional view of difficulty/ease is explained as consisting of two factors: (1) Language (grammar and vocabulary) and (2) Text Length. A modern view of difficulty/ease is then proposed via four hypotheses: (1) The first Primary Ease Factor in L2 reading is background knowledge; (2) Signalling becomes the Primary Ease Factor in L2 reading when background knowledge is not useful for accessing content schemata; (3) Other factors being equal, the degree of signalling determines the degree of accessibility of a text for the L2 reader; and (4) Other factors being equal, Language, Discourse, and Length are of secondary importance — after Background Knowledge and Signalling — for accessing a text by L2 readers.

Information Processing and Partisan Neutrality: A Reexamination of the Party Decline Thesis

The party decline thesis asserts that political parties have become less relevant to the American electorate. This assertion is examined by analyzing trends in an information processing construct developed by Lau (1986, 1989) across the 1952-1992 NES series. The analysis shows that the accessibility of party schemata in the electorate did appear to decline between 1952 and 1972, but that it rose to well above the 1952 level by the 1980s only to drop dramatically again in 1992. While some support for the notion of party decline is found, the findings suggest that such a decline did not necessarily entail the perceived irrelevance of parties as accountability mechanisms. Not only does this provide an important reinterpretation of the changing salience of parties, but also demonstrates a fruitful application of schema theory to political phenomena.

Comprehension, recall, and dyslexia: A proposal for the application of schema theory

Evidence suggesting that dyslexia is a multifaceted syndrome is beginning to accumulate. Furthermore, a reexamination of some literature suggests that in addition to having word recognition problems, some dyslexics may also have problems understanding language. Whereas there is a rather extensive literature on word recognition, and even on word understanding, few studies have examined the problems dyslexics may have in understanding and remembering connected discourse. This paper explores issues related to certain possible problems of comprehension and recall among dyslexics and proposes a new direction for research through the application of schema theory.