运用图式理论快速突破高三英语语法教学的实证研究 60页

，＇：ｆ…：＾ｉｒ：．ｉ二，；…：：ｇ＾＿＾＾ｇ｜＿．：．：馨．．＇Ｆｉｓ＾＊＿＿？．＇‘Ｖ＇＇二４Ｖ…卜：全姆餃纖。义；４ｍ＾ｍｍｍ’ｍ．＊＾１＾＇－、、－＊乂丄：．、、：气乂：，，入＞！＇’…、、：，？乂、ｉ，丨：Ｔｖ、Ｓ邊５染終、碎☆編、、心々，儀＿ｉ＾暫．」、：、：、＇：：脅藤斧灌＿ＳＳ冷？：ｄ５Ｖ＊；３＃輪？ｖ：．．，％铸＆振繁？ｆｉＫＨＶｄ一■＇一；？…，‘、今＇二ｗ，、：ｖ：、Ｕ？？：厂．、；．…免錢；丨’．，乂．：二口ｄ芨讀丨丨ｖ鹽編遽 辽宁师范大学硕士学位论文分类号：学校代码：10165密级：学号：201412000198专业硕士学位论文运用图式理论快速突破高三英语语法教学的实证研究AStudyontheApplicationofSchemaTheorytotheEnglishGrammarFastBreakthroughTeachingforSeniorHighThreeStudentsinSeniorHighSchools作者姓名：张莹莹学位类别：教育硕士专业领域：学科教学（英语）导师姓名：常胜军2018年04月-1- 辽宁师范大学硕士学位论文AStudyontheApplicationofSchemaTheorytotheEnglishGrammarTeachingforSeniorHighThreeStudentsinSeniorHighSchoolsAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2018-2- 辽宁师范大学硕士学位论文摘要语法的体系是语言类学习的基础。学好语法有利于语言水平的提高，更能刺激学习者加快语言的理解与运用。只有通过语法，才来彰显语义的内容。通过语法，才能来扩充语篇的框架。尤其对高三的学生来讲，快速突破语法的学习，迅速抓住语法核心并掌握语法规律，更利于系统的获取英语知识，短时高效的达到学习成效是尤其重要的。很多高中学生认为英语语法学习的过程漫长而繁琐。他们大都不愿意花大量时间学习语法，从而导致语言学习基础薄弱。图式理论的研究成果大多运用于大学英语的听力，高中英语词汇，阅读，写作方面的教学中。但其运用于高中的语法教学中鲜有涉及。论及高三英语语法教学的快速突破更是尚未被研究过。本文的理论基础是图式理论中的同化顺应理论旨在解决以下三个问题：1.图式理论如何提高高三英语语法教学的水平？2.图式理论能短时间内提高高三英语语法教学与学习的效率吗？3.通过使用图式理论，高三学生的英语语法学习方面发生了哪些变化？研究对象是辽宁省百家教育集团高三年级的62个同学，其中1班32名同学是实验组。2班是控制组，有30个同学。实验时间从2017年九月一号到十二月三十号。研究工具主要包括问卷调查、测试和访谈。本文使用SPSS19.0来检测试验数据，实验数据表明图式理论能提高高三英语教师的语法教学效率，使得语法项目之间能够迅速转化，并可以达到量化。本文详细介绍构建语法图式的具体实施过程，通过演示由英语4种四时间和4种状态组合成16种时态的教学过程，尝试量化的快速突破高三英语语法教学。给想运用图式理论的教师提供了一些教学经验参考。本文研究存在着一些不足，为此，作者在文中对今后的研究者提出了一些建议。关键词：图式理论；高三学生；英语语法教学；快速突破-4- 辽宁师范大学硕士学位论文AbstractGrammarsystemisthefoundationoflanguagelearning.Agoodcommandofgrammarisofvitalimportancetolearners’levelofthelanguageuse.Itcanstimulatethelearnerstoimprovetheirunderstandingandapplicationofthelanguage.Semanticcontentcanbeshownthroughgrammaticalframework.Theseniorhighthreethreegraders,especially,needarapidbreakthroughintheirEnglishgrammarsoastograspthecoreofrules.Meanwhile,acquiringknowledgemoreefficientlyisofgreatimportanceforthem.However,mostofthemdonotwanttodevotetheirprecioustimetogrammarlearningsincetheyfindtheprocessofEnglishgrammarlearningislongandtedious.TheconsequenceofthisphenomenonistheirpoorEnglishlevel.Schematheoryhasbeenmostlyappliedinlisteningcomprehension,highschoolvocabulary,reading,andwritingresearch.ItcanbarelybefoundtohavebeenusedinhighschoolEnglishgrammarteachingresearch,andhasneverbeenseenintheresearchofrapidbreakthroughofgrammarteachingintheseniorhighthreegrade.BasedonassimilationandadaptationinSchematheory,thispapertriestoanswerthefollowingthreequestions:1.HowtouseSchematheorytoimproveEnglishgrammarteachinglevelforseniorhighthreegradestudents?2.CanschematheoryhelpimprovetheefficiencyofEnglishgrammarteachingandlearninginashorttime?3.AfterapplyingSchematheory,whatchangescanbefound？TheobjectsofthisresearcharetwoclassesofstudentsinByguardForeignLanguageTrainingCenter.Oneofwhichconsistingof32studentsisusedastheexperimentalclasswhiletheotherclassof30studentsisusedasthecontrolledclass.TheresearchlastingfromSeptember1tillDecember30.SPSS19.0isusedtoanalyzethecollectiveexperimentaldatawhichshowsthatnotonlycanSchematheoryhelpimprovetheefficiencyofEnglishgrammarteaching,butalsoprovidetherapidandconnectivetransformationbetweengrammaticalitems.ThispapergivesadetailedexplanationabouttheimplementationofSchematheoryintheresearch.Throughthecombinationofsixteentenseswithfourkindsoftimeandfourtenses,thispapertriedtoquantifythebreakthroughoftheseniorhighthreegradegrammarteaching,providingsomeinsightsforotherteachers.Therearedefinitelysomeareasforimprovementintheresearch.Somesuggestionsareprovidedinthelastpartofthepaper.Keywords:SchemaTheory;SeniorHighThreeStudents;EnglishGrammarTeaching;FastBreakthrough-5- 辽宁师范大学硕士学位论文TableofContents摘要......................................................................................................................................4Abstract................................................................................................................................51Introduction.......................................................................................................................31.1BackgroundoftheResearch...................................................................................31.2TheSignificanceoftheResearch..........................................................................51.2.1Theoreticalsignificance................................................................................51.2.2Practicalsignificance....................................................................................51.3TheStructureoftheThesis.....................................................................................62LiteratureReview..............................................................................................................62.1PreviousstudyonSchemaTheory..........................................................................62.1.1DefinitionsofSchemaTheory......................................................................62.1.2FeaturesofSchemaTheory..........................................................................82.1.3FunctionsofSchemaTheory........................................................................92.2PreviousStudyonEnglishGrammarteaching.......................................................92.2.1RelatedconceptsaboutGrammarteaching...................................................92.2.2PreviousStudiesonEnglishGrammarTeachingMethods.........................112.3TheconnectionofSchemaTheoryandGrammarTeaching................................132.3.1Thenecessityoftheconnection..................................................................132.3.2TheFeasibiliyoftheconnection.................................................................133ResearchMethodology...................................................................................................153.1ResearchQuestions...............................................................................................153.2ResearchSubjects.................................................................................................153.3ResearchInstruments............................................................................................163.3.1Questionnaire..............................................................................................163.3.2Pre-TestandPost-Test................................................................................173.3.3Interview.....................................................................................................173.4TeachingExperimentalProcedure........................................................................183.4.1Planfortheexperiment...............................................................................183.4.2Preparationfortheexperiment....................................................................193.4.3Oneteachingcase.......................................................................................204DataAnalysisandDiscussion.........................................................................................234.1DataCollection.....................................................................................................234.2ResultofQuestionnaires.......................................................................................24-1- 辽宁师范大学硕士学位论文4.2.1Pre-experimentalquestionnaire.................................................................244.2.2Post-experimentalquestionnaire.................................................................284.3ResultoftheStudents"Tests.................................................................................324.3.1Analysisofpre-testresult...........................................................................324.3.2Analysisofpost-testresult..........................................................................334.4ResultofInterview................................................................................................364.4.1TheTeacher"sInterview.............................................................................364.4.2TheStudents"Interview.............................................................................374.5Discussion............................................................................................................395Conclusion......................................................................................................................40References..........................................................................................................................43AppendixAPre-experimentalquestionnaire.....................................................................45AppendixBPost-experimentalquestionnaire...................................................................47AppendixCTheinterviewsfortheteacherandStudents..................................................49AppendixDSingleChoiceforpost-test............................................................................50AppendixEComposition...................................................................................................52Acknowledgements............................................................................................................53-2- 辽宁师范大学硕士学位论文1Introduction1.1BackgroundoftheResearchAsfarasstudentsareconcerned,grammarhasbeengraduallyignoredinanincreasingnumberofexaminationsinrecentyears.Especiallyafter2014,duringthisyear,onetestmethodcalled“match”aimingtoteststudents’grammarwascanceled.Actually,toignoregrammarisdefinitelywrong.EnglishGrammarisessentialonlistening,speaking,readingandwriting.Therefore,underthepresentcircumstance,itishorribletolaylessemphasisongrammarstudy,sincethetestformhasbeenchangedintofourbasicskills.Isgrammarlessimportantinhighschoolstudents’Englishteaching?Theanswer,ofcourse,isno.Grammaristherootoflanguage.Weneedtousegrammartomakeoursentencessensibleincommunication.What’smore,itisthebasisofblankfillingsandmistakeclozetest.ReadingandclozeareincludedintheCollegeEntranceExamination.TheseniorhighthreegradestudentsshouldhaveasolidEnglishgrammarfoundation.Theproficiencyofusinggrammarinthefourpartsisbasicallyrequired.Theproblemsstudentshaveineachofthefourskillsarepartial,notwhollyduetotheirlackofgrammarskills.Iftheycannotfigureoutthestructureofthesentenceswhilereadingthepassage,theycannothaveaclearunderstandingofthemainideaofthepassage.Itistrueforlistening,speaking,andwriting.Inshort,thoughtheseniorhighthreegradestudentshavelearnedandmasteredpartsofgrammarknowledge,someofthemstillhaveproblemsinusinggrammareffectivelyintheirlistening,speaking,reading,andwriting.InordertopasseverykindofEnglishtest,theseniorhighthreegradestudentsshouldgraspsystematicallyandaccuratelyonhowtouseEnglishgrammarfortheirtasks.Bystudyingallkindsofhighschoolgrammarbooks,theauthorhasdiscoveredthattherearemanymisunderstandingswhenseniorhighthreegradestudentsstudygrammar.First,somestudentswanttolearneachpartofthegrammarskillandoftensearchforthemostdifficultandunintelligiblegrammarbooks.Second,somestudentslackflexibleknowledgeongrammarusage.Theyjustwanttolearngrammarwhilestudying.Thesentencestheymakearenotalwaysexplicitindailylife.Third,seniorhighthreegradestudentsareeagertohaveahigherlevelofgrammarknowledgewithwhichtheycangetahighermarkthanbefore.However,-3- 辽宁师范大学硕士学位论文theylackinterestandenthusiasmbecausethereisnoobviousgrammarpatterntestintheexampaper.Whattheythinkisdefinitelywrong.Astheauthorhasdescribedearly,grammarisimpliedinotherformsofpatternsonthepaper.Theremustbegrammarineachpattern.Finally,seniorhighthreegradestudentsalwaysholdtheopinionthatgrammarlearningcan’tcontributetoimprovingtheirmarkssincetheycannotapplygrammarintheirexamsordoingdailyexercises.Asaconsequence,theybelieveitisawasteoftimeforthemtospendtimelearningEnglishgrammar.Ifgrammarproblemsarenotfiguredout,itisofgreatharmtolearnanyotherfourskills.Onreading,withoutgrammar,seniorhighthreegradestudentswillbesoinsensitivetosentencestructurethattheycannotrapidlygoonskimmingorscanningthewholepassage.Inlistening,withoutgrammar,studentswillbebovineregardingtowhattheyhaveheardandcannotdistinguishthecoreinformationaswellaspredictsecondaryinformation.Inwriting,withoutgrammar,themajorityofstudentsareunsubstantialonEnglishtenses,auxiliaries,subordinateclauses,andpartofspeech.Franklyspeaking,itisobviousthatitistoohardforstudentstoopentheirmouthsbecauseoftheirimperfectionongrammar.Evenifsomeoneopenshismouth,hewillinevitablyhaveproblemsintenseuseandverbuse.Somestudentsoreducatorsareblindlyinfavoroflanguagesense,namely,agooddealofdoingsomereading,recitation,dictationandrepetitionisthebestmeansinlearningEnglish.GrammarstudyissurelyacrucialpartinseniorhighthreeschoolEnglishteaching.Whetherastudentcanwellmastergrammartrulyrelatestohislinguisticproficiency.Systematicknowledgeofgrammaralwaysfacilitieslearners’understandingandapplicationinEnglish.AccordingtoNewEnglishCurriculaCriterion,whatitmentionsisthattheultimateobjectiveofthecourseiscultivatingthelearner’scompetenceofcommunicationinrealEnglishanditrequiresteacherstochangetheexistingtraditionalteachingstyles,optimizestudents’learningstyles.Basedonthissituation，whatteachersshoulddoisnottoabandontraditionalgrammarteaching,buttochangesometeachingstrategiesandmethods.Infact,Whencopingwithfourbasicskillsinexaminations,notonlymuststudentslearngrammarwell,butalsounderstanditthoroughly.Becausetimeandenergyarelimited,studentswillgetmorekicksthanhalfpenceifteachersrequiretheirstudentsgobacktolearnthemonstrousandgrotesque-4- 辽宁师范大学硕士学位论文grammar.1.2TheSignificanceoftheResearchThisresearchissurelymeaningfulbothforstudentsandteachers.Itistheoreticalandpracticalsignificancethatwillbeintroducedinthissection.1.2.1TheoreticalsignificanceSchemaTheory(Kant,1781)isreallyvitalnotonlyforteachersbutalsoforstudents.Asteachers,wealwayscanhaveabetterunderstandingofknowledge,however,whetherthiskindoflogicallearningstrategycanbeimpartedtostudentsinarapidwayiswhatteachersshouldtakeintoconsideration.Whatteachersemphasizeshouldbethemethodthatcanhelpstudentsunderstandgrammar,applythemeasilyinordertobettergrades,especiallyforseniorhighthreestudentsinafasterway.GrammarisoneofthemostimportantpartinEnglish.AgoodcommandofEnglishalwaysrelatestostudents’languageproficiency.Meanwhile,insightsinsystematicknowledgegainedthroughreviewingoldmaterialsareoftenofgreatbenefitforstudents’passion.Therealchallengeishowtomakeitintoarealisticandspecificteachingcase.Accordingtowhatisfoundedinpreviousarticlesbyotherscholars,SchemaTheoryusedmostlyinreadingcomprehension,listeningcomprehension,modelofTeachingChineseasaSecondLanguage(TCSL)haseverbeenknownforus.However,whetheritcanbeappliedtogrammarteaching,especiallyforseniorhighthreeschoolstudentsinarapidwayisuncertain.1.2.2PracticalsignificanceWhatthisstudygainsbenefitsnotonlytostudentswhohavetotakeuniversityentranceexaminationbutalsotoEnglishteachersinanumberofaspects.TheimportanceofSchemaTheoryintoEnglishgrammarlearningisreflectedinthefollowingways.Firstandforemost,studentscansetupacompletesystemofknowledgeframeworkbyusingSchemaTheory,theycanorganicallyintegratewhattheyhavelearnedandconnectthemtogethersystematically.Furthermore,inthewholeprocessofteaching,teachersfullymobilizethestudents’subjectiveinitiativeanddeveloptheirabilityonusingSchemaTheoryinordertolayasolidfoundationforstudents’independentstudyinthefuture.Thirdly,learnerscanhaveaclearrecognitionongrammarwithenthusiasm,initiative,andcreativity.Lastly,SchemaTheorywillhelplearnersbuildlearningpatternsintheirownwaysothattheycanachievegrammarfasterthanpeers.SchemaTheoryusedinEnglishteachingisalsoofgreathelpforteachersinmanyaspects.First,whatSchemaTheorybasedonistheuseofcognitivepsychologyandanalysisofthecognitiveframeworkofEnglishgrammaracquisition.Second,bystimulatingstudents’storedgrammarinformation,teacherscanactivatetheexisting-5- 辽宁师范大学硕士学位论文schemainthestudent’smind.Thus,thegrammarisextractedintimetodrivethewholerelatedschematicnetworkintoworkingmemory.Third,linktheoldandnewsyntaxtogethertogenerateaschemaforthenewsyntaxtohelpteachersteachtheirstudentsinamorerapidwaytogainahigherscore.Finally,useSchemaTheoryproperlybeforeclass,graspthekeypointsofeveryday’steachingaimandimpartknowledgemoreefficiently.Inotherwords,teacherscansavetimeontakingnotesontheblackboardortyingonthePowerPointswhentalking.Also,afterclass,teacherscanfindwhetherthereisafasterwaytopasstheknowledgeintheirmindtotheirstudentsornot,checkouttherealrootsoflearningaccesses,improveteachingabilitytruly.Franklyspeaking,therearesomebarriersinthelongteachingraceofteaching.Whatteacherscan’tovercomeisusuallysomechokepoints,whichpreventtheirstudents’scoresforward.However,whenSchemaTheoryappears,teacherswillhavemoreconfidenceinteachingbecauseitwillbetterteachers’enthusiasmespeciallyforthosewhoareburdenedwithheavypressureasseniorhighthreegradestudents’Englishteacher.1.3OrganizationoftheThesisThepaperconsistsoffivechapters.Chapteroneistheintroduction.Inthefirstplace,itshowsusthebackgroundoftheresearch.Followingthat,itmainlyintroducestheimportanceofthisresearch,thetheoreticalsignificanceandthepracticalsignificanceinvolved.Therearethreemainpartsinchapter2.Part1ismainlyabouttheSchemaTheory,inwhichtheauthortellsaboutthedefinitionofSchemaTheory,thefeaturesandfunctionsofit.Part2isaboutthegrammarteaching,includingthedefinitionsofgrammaraswellasthepreviousstudiesofgrammarteachingstrategyathomeandabroad.Thethirdpartinthischapteristhetheoriesofthepaper.Chapter3ismainlytalkingabouttheexperiment.Theresearchintroducesquestions,researchsubjectandexperimentinstrument.Chapter4isdefinitelyaboutthedataanalysisanddiscussionabouttheresultsofthequestionnaires,testsandtheinterviews.Chapter5istheconclusionofthepaper,thefutureofthisresearch,themainfindings,limitationsandimplicationsarerepresentedattheendofthepaper.2Literaturereview2.1PreviousstudyonSchemaTheory2.1.1DefinitionsofSchemaTheorySchemaTheoryisatheorytoexplainpsychologicalprocessbypsychologists.It-6- 辽宁师范大学硕士学位论文isaconceptualtermswhichwasfirstputforwardbyafamousphilosopherKantin1781andisthemostimportantoneinhisepistemology.HeconsideredSchemaasaskill,whichcanhideatthebottomofone’sheart.Inhisopinion,Schemaisthepriorcategories.Hethoughtthateverykindofknowledgeisthesyntheticproductthathasnoconnectionwitheachother.Thus,HebelievedthatSchemaisabeltthatcanconnectandperceivethetargets.Weallknowtheconceptswillbemeaningfulonlywhenonehasinteractionwithinformation.HealsopointedoutthatSchemaTheoryplaysanimportantpartinachievingknowledge.Intheearly20thcentury,Swisspsychologist,Piaget,firstdrewtheconceptofSchemaintocognitivepsychology.HeconsideredthatSchemaisamethodofconsciousness,comprehensivenessandthinkingoftheworld.WecanviewSchemaasaframeworkororganizationstructureofmoralaction.Schemaistheverystartandthecoreofcognitivestructure.Inotherwords,Schemaisthebasisthroughwhichwelearnthethings.Piagetbelievedthatanyschemahasnoclearbeginning;theyareproducedfromtheearlyseriesofschemaaccordingtothesuccessivesundering.Andtheseschemaseriescanbebetterretrospectedattheirfirstreflexorinstinctivemovements.Thus,schemaofman’scognitionispermanent.Ithasitsownoccurrenceanddevelopment.Piagetconsideredthedevelopingprocessofcognitiveschemaastheconstructionofthesubject.Inhisopinion,theobjectcanberecognizedonlybyprocessingthestructureofthesubject.Whereas,theextentthesubjecthaveisfullydeterminedbythecognitiveschemathesubjecthave.Intermsofthemeaning,thestructureoftheobjectthatPiagetestablishedisbasedonthesubject.NunanoncetalkedaboutBartlett,apsychologistwhowasthefirstpersontouse‘Schema’,hehastheprofoundinfluenceonlanguageprocessingandlanguageunderstanding.Bartlettbelievedthatknowledgeinourmindwasorganizedintorelatedmodules.Theyaremorelikelytothescriptinmindthatwasmodeledbymanyexperiencedeventsorasthepredictivepoweroftheevents.Inourdailylife,wehavesetupplentyofrealbrainschema.Theseschemahelpusbetterunderstandthesceneofourlife(Nunan2010:201).Hence,therearenewdefinitionsoftheSchemaTheoryfromdifferentscholars.Forexample,ourscholarsXiaotangChan,ZhengMin(2004)havetheirdefinitionofSchema:Schemaistheknowledgenetworkthatismemorizedinourmindandthedynamicstructureisestablishedonpersonalexperience,systemandorganization.-7- 辽宁师范大学硕士学位论文Atpresent,SchemaTheoryiswidelyusedinlisteningandreadingofforeignlanguageteaching,andithasbeenalsousedintostudyingwritingmethodofforeignlanguageteaching.However,SchemaTheoryhasnotbeenusedintoHighSchoolgrammarteaching.SotheauthorwanttopracticethismethodintogrammarteachinginordertofindoutamoreeffectiveteachingmethodinmiddleschoolEnglishteaching.Thus,wecannotonlyimproveourgrammarlearningabilitybutalsodevelopgrammarutilizationlevel.2.1.2FeaturesofSchemaTheoryAccordingtotheschematheorywehavementionedbefore,wecanfigureoutthefeaturesoftheschema,whicharegeneral,informative,structural,hierarchicalandcomprehensive.Generalitymeansthatschemaextractfromindividuals,whichismorenormalandeasytobetransferred.Schemaisthesummaryoftheknowledgeratherthanthedefinition.Inotherwords,schemanotonlydescribetheessentialfeaturesbutalsoitsunessentialones.Informativeinformationmeansthatschemaisthetheoryabouthowone’sknowledgecharacterizationandhowthischaracterizationisappropriatelyused.Thecharacteroftheschemacanbeformedasameaningofaword,acomponentofasentence,aculturalbackground,atheoreticalopinionandadefinitionoftheideology.Structureisdeterminedbythestructureoftheknowledge.Everyknowledgeofschemaiscombinedtohierarchicalnetworkbyaseriesofrelation.Meanwhile,schemaisalsoakindofhierarchicalstructure.Aschemacanbecombinedwithanotherschema.Butschemaisnotonlythemechanicaladditionofeachpart.It’salsoanintegrationinaccordancewithitsregularpattern.Everypartoftheschemawhichhasitsvariabilityanditsinvariability.Whenitsvariabilitychangeitsconstantvalue,itwilllimitothervariabilityaswell.Schemahasitshierarchy.Schemahasbeendividedintoasimpleandcomplex,abstractandconcrete,advancedandlow-gradesituation.Simpleschemaisjustacharacter.Complexschemaalsocanbeconstitutedbysubsidiaryschema.Abstractschemaisabouttheschemaofconsciousformandculturalconcept.Concreteschemaisaboutthelifeexperienceandthefeaturesoftheproducts.Thesesocalledadvancedandlow-gradeschemahavethehierarchicalrelationshipbetweenthem.Thefeatureofthecomprehensivenessontheschemaistheknowledgeofhumanbeingsourselves.Theknowledgehasbeenseparatedintodifferentknowledgeunits.-8- 辽宁师范大学硕士学位论文Theseunitsareschema.Differentkindsofschemawouldcombinetogetherwithacomprehensiveone.Thus,schemahasthefeatureofcomprehensivenessandpracticability.2.1.3FunctionsofSchemaTheoryThefeaturesoftheschemadeterminethefunctionoftheschema.Themainfunctionsoftheschemaarebasicallytoexplaintheunderstandingprocessthatamanhasabouttheobject.Herearethefunctions:1.StructureAmericancognitivepsychologist,Gudeman,believedthatlearningistheprocessstructuringtheinnerrepresentation.Learnersarenottoputtheknowledgeoutsidetheworldintoone’smindbuttostructurethenewunderstandingbasedontheexistingknowledgeexperienceandtheninteractingwiththeoutsideworld.What’smore,people’sunderstandingofobjectistoextracttheirfeatures,charactersandfundamentalproductsfromtheobjecttakingadvantageoftheschema.2.DeductionPeoplecanusetheinnerrelationofthevariablequantityoftheschematodeducetheconnotativeorunknowninformation.Itisallbecausetheyhavemadeanimportantroleofknowledgeacquiringorknowledgeunderstanding.3.SearchingWecanformgoalsdirectlybyusingschemaormakingthepredictiontofindmoreinformationactivelyandforwardly.Manwillformvarious“thinkingsection”whileheisreadingandthenmakesitmixedintoamoreprofitablecognitivestructure.Whenheisfacedwithnewproblems,hewillsearchrelatedcognitivestructureandthesectionofsolvingtheprobleminordertoanalyze,compare,synthesizeandfinallyreachthestepofcommunicationandapplication.4.IntegrationPeoplewillinputtheinformationtoschemaframeworkandthenconnectwithothervariablequantityandthuswecanembodyourvariablequantitiestogether.2.2PreviousStudyonEnglishGrammarteaching2.2.1RelatedconceptsaboutGrammarteachingInChina,EnglishGrammarTeachinghaspracticedforalongtime.Itsteachingmethodhasevolvedintodifferentforms.2.2.1.1Themainschoolsofgrammarteachingandtheirfeatures-9- 辽宁师范大学硕士学位论文(1)TranslationMethodTranslationmethodisalsocalledgrammar-translationmethod,readingmethod,classicalmethod.TranslationmethodfirstwasusedtoteachforeignlanguagemethodofGreekclassicallanguageandLatininEuropeanandstartedtobeappliedasamethodtoteachmodernlanguageintheendandmiddleofthecentury.Theaimofteachingtranslationmethodistocultivatetheabilityofstudentsreadingforeignliteratureandtheabilityofimitatingmodernessaytowrite.Itsoutstandingfeatureisthatteacherwillteachtheirstudentswiththeirmothertongue.Thekeypointofteachingistoexplainandanalyzethecomponentofthesentence,speechsounds,variationofvocabularyandgrammarrules.Translationmethodhasalonghistory.Theadvantageofitisthecleargrammarconceptofthestudents,thestrongabilityofreadingandespeciallywhenstudentsfacelonganddifficultsentence.Theycaneasilyunderstandthemeaningafteranalyzingthesentenceandthismethodisconducivetocultivatetranslationandwritingability.Buttranslationmethodalsohasitsdisadvantagewithignoringoralteaching.Thus,studentshavepoorpronunciationandintonationandit’scountagainstfosteringthecommunicationabilityofstudents.What’smore,thewayofteachingisdullandstudentswouldlosetheirinterestsstepbystep.(2)ContrastiveAnalysisAccordingtotherelationbetweentheknowledgeofmothertongueandtargetlanguage,thecontrastiveanalysisgivestheideaofmigrationofthemothertongueatthebeginningoftheWorldWarII.WhentherulesofL1andL2aresameorsimilar,“positivetransfer”wouldcomeup.Onthecontrary,whentherulesofL1andL2aredifferent,thereis“negativetransfer”.Fromtheverybeginningofthestudyoncontrastiveanalysis,themainpurposeofitisservedforforeignlanguageteaching.Butfromtheinfluenceofforeignteaching,itmakesextensiveforeignteachersdeeplyrealizedifferentstructuresoflanguageanddifferencesofmeaning.Andduringtheprocessofteaching,wecanuselearners’intrinsiclanguageknowledgeinordertopromotetheirforeignstudy.Thesearethecontrastiveanalysisthatdragsustolearn.Butitsdisadvantageisalsoindisputable.Itsbasisonpsychologyandlinguisticshasfacedbigchallengessince1960s.Themaincriticismisthatithasconnectedwithdifficultiesanddifferences.Criticspointedthatthedifferenceisbasedonthelanguageform,whereas,thedifficultyistheconceptofpsychology.Thereisnopsychologythatcancombinethesetwoconceptstogether.(3)Task-basedGrammarTeaching-10- 辽宁师范大学硕士学位论文Thetask-basedgrammarteachingmethodwasestablishedin1980s.themainpurposeoftask-basedgrammarteachingistocommunicatewithothersandemphasizethetaskshouldbebasedonthemeaning.Althoughthelearnerscanspeakfluently,theylacktheaccuracy.Althoughthestrategyoffulfillingthetaskhadbeenimproved,theaspectofformingandusingthelanguagearestilllackofexercise.Asthetask-basedgrammarteachingmethodmoveintoitsweaknesses,thelanguagecommunicationabilityofmanylinguistscomprisethegrammarability,whichistheprimacyofallotheraspects.Thesubstanceofgrammarteachingishowweusethelanguageknowledgeandhowwecanteachourstudentstospeakoutthelanguagecorrectlyandskilledinrealcontext.2.2.2PreviousStudiesonEnglishGrammarTeachingMethodsTeacherHuChundongoncenoticetheteachingmethodonEnglishGrammarTeaching:GraphicMethodManyteachersusegraphicmethodasawayofEnglishgrammarteachingbecauseofitsvisualityandintuitionwhichcaneasilymasterknowledgeforstudents.Withit,teacherscanachieveabetterteachingeffect,teachingorientalprepositions,adverbsandtenses.What’smore,whenweteachgrammar,tablescancompareandclassifythegrammarknowledgeexplicitly.However,duetoitshomogeneity,whenitemphasizesonthecontent,wecanlistthebasiccontentoftheknowledgeoftheEnglishgrammar.HierarchicalTeachingMethodAgrammarprojecthasmanycontents,rulesandexceptions.Sowhenyouteachinggrammar,youshouldnotonlyusepropermethodtoimprovestudents’initiationbutalsoshouldnoticetheirhierarchies,whichneedsustodiglayerbylayerfromtheoutsidetotheinside,theeasytothedifficultandcomplicated,thegeneraltotheexceptionalandfromthesingleitemstothecomplex.Meanwhile,everylayershouldachieveitsteachinggoal.What’smore,weshoulddesignteachingprocedureandmeansafterdesigningthelayer.EverytestofthelayerandremedialmeasurecaneasilyhelpstudentsimprovetheirgrammarbymeansofHierarchicalteachingmethod.Task-basedApproachWemakegrammarpointsaslearningtask.Wecanusetheformofgroup-11- 辽宁师范大学硕士学位论文activitieswhicharecompletedbyteachersandstudents.Task-basedapproachcanaddtheopportunityoflanguagepractice,enhancestudents’quantityofusinglanguagetocommunicatewithothersandliveupclassatmosphereandarousetheenthusiasmofstudents’learning.It‘snotjustpracticingforpracticing,theattentionofstudentscangenerallyconvertfromformtocontent.Itcanoptimizethestudymethodofstudentsinordertomakeacooperativeandconstructivelearning.FormulaTeachingMethod.FormulaTeachingMethodcanonlyberealizedbycombiningwithInductiveTeachingMethod.InductiveMethodrequiresustooffersomelinguisticmaterialwhichcontaininformationaboutgrammarteaching.Letthestudentsgettoknowaboutgrammaticalphenomenonandleadthemtosummarizetherulesofgrammarthroughtheselinguisticmaterial.InductiveTeachingMethodisabletogivethestudentsmaterialoflanguagefirstwhowillgainconceptualknowledgefromperceptualknowledge.Itishelpfulforthestudentstounderstandandmastertherulesofgrammar.However,becauseofitsneedofalargeamountofteachingexperience,teachershavetocomeupwithnumbersofteachingrulesfromtheaspectsoflinguisticdata.Intheteachingoflanguagematerials,itisnecessarytoteachincontextandpragmaticsratherthanteachdirectlyfromgrammaticalconceptsandrules.Studentscandrawthebasicstructureofgrammarininduction,suchasemphasizingsentences.Afterquantitiesofassimilatingthem,studentshavetheabilitytoputgrammaticalrulesintouse.ComparativeTeachingMethodComparativeteachingmethodisanindispensablewayofgrammarteaching.Comparativeteachingmethodconcludestwoparts:oneiscomparingthesimilarityofEnglishgrammarwiththedifferenceofEnglishlanguagephenomena.TheotheroneisthecomparisonofrelatedgrammarphenomenaandstructuralrulesoftwolanguageinEnglishandChinese.ComparativeTeachingMethodcanbeusedafteronehavelearnedakindofgrammarphenomenaandisgoingtolearnanotherone.Aftercomparingtwogrammarphenomena,forinstance,wecancompareobjectclausesandpredicativeclausesafterlearningthem.Andithelpsstudentsknowwellonpredicativeclauses.Comparativeteachingmethodcanalsobeusedatclassonreviewinggrammarsummary,forexample,afterlearningfournounclauses,wecanmakeacomprehensivecomparisononthedistinguishingcauses’direction,semantics-12- 辽宁师范大学硕士学位论文andpragmatics,whichhelpsstudentsmakeaconsolidateunderstanding.2.3TheconnectionofSchemaTheoryandGrammarTeachingBritishpsychologistssaid,SchemaTheoryismainlydealingwiththeknowledgethatpeoplehavelearnedinthepastandreorganizingit.However,somecognitivescientistsdothinkthatcognitiveschemaisthebaseofcognition.Whenpeopleareintheprocessofdoingwithsomenewinformation,whattheyhavetodoistoreprocesswhattheyhavegot.Hence,SchemaTheorycanabsolutelybeappliedtosecondlanguageteaching.Differentscholarssurelyhavedifferentopinionsonthistheory.Brieflyspeaking,SchemaTheoryandGrammarTeachingareclose-knit.2.3.1ThenecessityoftheconnectionForonething,SchemaTheory,asakindofgrammarknowledgeinEnglish,belongstogeneralrangeofknowledge,consistingofveryclearstructure.Foranotherthing,grammarteachingissyntheticandhierarchical.Therefore,ifteacherscanapplythistheoryintoteaching,notonlycanfacilitategrammarteaching,butalsocanorganizeandstoreknowledgearoundonemaintopicinordertomakethesedisorderedonesintoanintegratedone.Althoughitseemsthatsomeknowledgeareclueless,formaunitoramoduleonebyone.Eachofthemisaschema,butallofthemarerelative.Itcanguideteachersandstudentstoconstructasystemofgrammar.Ofcourse,undertheguidanceofschematheory,ourgrammarteachingqualitycanbeincreasinglypromoted.2.3.2ThefeasibilityoftheconnectionFirst,inthestudyingprocessofacceptinggrammarteaching,theoldknowledgeinstudentsmindsalwaysdoagreatfavorforstudentstoacknowledgethenew.Andthen,enablestudentstogeneratenewerschemasothatstudentsareabletoenrichwhattheyhavelearnedbeforeandbroadentheirhorizonofgrammar.Goodexamplescanbesetuphere.Whenstudentshavetolearnsubjunctivemood，teacherscanappointstudentstoreviewrealtone.Thereasonisapparentthatrealtonecanbededucedintosubjunctivemood.Asisvividlyshowninthebelowchart:SubordinateClauseMainClauseExplanationnowdowilldopastdidwoulddo“will”inmainclausecanbedochangedintocan/shall/maybetofuturewilldoshall(can’tbechanged)-13- 辽宁师范大学硕士学位论文Forseniorhighthreegradestudents,theyarefamiliarwith“mainclauseusefuturetense,whilesubordinateclauseusesimpletense”inadverbialclausestudying.Whenstudentsseekthekeypoint,senior3studentscanaccesstosubjunctivemoodinaneastway.Theeasiestwayisadd“did”inthischart.Eachwordcanbackintotheothertense,suchasdo+did=did/did+did=haddone/will+did=would/shall+did=should/be+did=were.Therefore,thenewtableisasfollows:SubordinateClauseMainClauseExplanationnowdidwoulddopasthaddoneWouldhavedone“will”inmainclausecanbechangedintocan/shall/maydidfutureweretowoulddoshould(can’tbechanged)Intheclass,throughthetextbook,teacherscananalyzethesentenceandcontextualunderstanding,basedonmotivatingexistingschemainstudents’minds.Asaconsequence,theycangraspthekeypoint.seniorhighthreegradestudents’timeislimited,sotheyalwayshavenochancetolearnbyrote.Inanotherword,whattheyonlyhavetodoisrememberthefirsttablewhichhasbeenlearnedinjuniormiddleschoolandthenadd“did”toelicitthesubjunctivemoodform.FromwhatIhavementionedabove,brieflyspeaking,eachstudentcanlearnnewknowledgethroughtheoldtounderstandbetter.Activating,extracting,diffusinginformationisaschema.Second,thedegreetosomewhicheachstudentcanreachisdifferent,whichcallsforteachers’havingtheirownbutoneteachingcoretohelpstudentsrecallexistedschema,activateit,andpromotethemtoformacompleteschematheory.Generallyspeaking,theestablishmentofnewschemaalwaysisdividedinto2steps.Oneisautomaticcreationandtheotherisconsolidation.Asweallknow,teachersguidancecanleadstudentstosetupanewschema,whichismoreusefulthansimplyteaching.Third,onthestagetoconsolidate,aftergainingnewknowledge,namelynewschemaestablishment,teachersaresupposedtoguidestudentstoreinforcegrammarlearning.Thedetailsareasfollows:intheteachingprocessofgrammar,creating-14- 辽宁师范大学硕士学位论文situationandsituationsimulationfavorsstudentstoreview,understandandgrasplearnedknowledgeandmatteralot.Inanutshell,whatweshouldfocusonisthatseniorhighthreegradestudentsarespecialgroupbecausethisstagedeterminestheirfuture.Howtouselesstimeandhowtostudysystematicallyreallycounts.Withthehelpofschematheory,teacherscansurelyenhancestudents’learningability.3ResearchMethodologyThischapteristhemaincomponentofthewholepaper,fouraspectsareincludedinthischapter,whichcontainsresearchquestions,researchsubjects,researchinstrumentsaswellasteachingexperimentalprocedure.Thischapterwillshowadetailedexperimentwhichcanbeservedastheanalysismaterialofthenextpart.3.1researchquestionsInordertocheckwhetherschematheoryhasthepositivemeaningongradethreeofhighschoolstudentsgrammarteaching,authorhasanempiricalstudyontwoclassesstudentsofLiaoningByguardeducationgroupforthewholesemesterinordertofigureoutthefollowingquestions:1.Whetherthemodelofschematheoryongrammarteachingcanearlypromotethegrammarskillsofgrade3studentsinhighschool?2.Arethereanydifferencesonstudents’differentgrammarmarksofexperimentalclassinschemateaching?3.Afterusingschemagrammarteachingpattern,isthereanyattitudechangesonexperimentalclass?3.2ResearchSubjectsInthisstudy,theexperimentwasconductedintwoparallelclassesinDalianByguardschoolfromSeptemberseniorhighthreetoDecember23th.TheresearchsubjectsarerespectivelyfromclassAandclassB.Theauthorchoosesthesetwoclassesbecausestudentsinthesetwoclassesarenearlyatthesamelevel,andtheyaretaughtbythesameteacher.Theauthorknewabouttheirweakpointsaswellasstrongpointsingrammarlearning.Moreover,studentsshowgreatinterestinSchemaTheory.Theteacherguidedstudentstodosomeexerciseontensesandletstudentspointoutwhichtenseitis.Andthentheteacherdrewanetworkontheblackboardwhichisusefultohelpstudentstoestablishavividrelationshipbetweendifferenttensesthatarefamiliarorunknownintheirminds.Moststudentscanparticipateinclassroomactivitiesactively.ClassAwaschosenasanexperimentalclasswhileClassBwaschosenasthe-15- 辽宁师范大学硕士学位论文controlledclass.Thereare32studentsinClassAand30inClassB.StudentsinClassAandClassBareatthesameage.Theiraverageageisabout17yearsold.Manystudentsinthesetwoclasseshavedifficultiesindistinguishingthedifferenttenseandfiguringoutthedirecttenseimmediatelybecauseofdifferentreasons.Thechoicesofstudentsonthisresearchisonthebasisoffairnessandjustice.3.3InstrumentsTherearethreemainresearchinstrumentspresentedintheresearch,whichconcludestheinterviews,thetests,thequestionnaires.Weusethequalitativemethodaswell.Andthisisusedintheprocessofanalyzingandcollectingthedata.ThesoftwareSPSS19.0isusedasthetoolinourresearchbywhichtheauthorcollectedandanalyzedtheexperimentaldata.ThedataenablestheauthortotesttheeffectofSchemaTheoryonlearners’learningresults.Finally,theauthorwillfindoutwhethertheframeworkcanexertapositiveinfluenceonthegrammarlearning.3.3.1QuestionnaireInordertofigureoutthelearners’currentEnglishlevelandtheeffectofapplicationofSchemaTheory,thepre-experimentquestionnaireandthepost-experimentquestionnairearemadeinthisresearch.Bycomparingthepre-experimentquestionnaireandthepost-experimentquestionnaire,theauthorcaneasilymakesenseofwhethertheSchemaTheoryisofgreatbenefitforlearnerstoimprovetheirtenseapplicationabilityonnormaltestsandoralEnglishinashorttime.What’smore,theresultalsocanworkoutwhethertheSchemaTheoryishelpfulforlearnerstoimprovetheirlong-termabilities.Thewriter’squestionnaireisbasedonthedetailedwehavetalkedabout.ThequestionnairesarerelatedtoSongLiyong’squestionnairesinherpaperwhichcalledAStudyontheApplicationofSchemaTheoryintheEnglishGrammarTeachinginseniorhighthreeSchools.Thereare13questionsaskedinthepre-experimentalquestionnaire.Thequestionscentredon5aspects.Therecontain15questionsinthepost-experimentalquestionnaires.Theauthorproposesthesequestionsforthesakeofknowingstudents’feelingsabouttheutilizationofSchemaTheoryandfinallysummarizingthesituationstudents’aretrappedin.What’smore,thesequestionsaregoingtomakeoutwhethertheSchemaTheorycanhelpstudentstoenhancetheirlearninginterestonEnglishandletthemmasteragreatnumberofwordsefficientlyinashorttime.Thequestionsareseparatedinto3parts.Inaword,questionsdesignedinthepost-experimentalareabouttoprovetheeffectoftheSchemaTheorybycomparingtheresultsofpre-experimentalquestionnaireandpost-experimentalquestionnaire,makingoutthatSchemaTheorycanenhancethemotivationofstudentsandhelpthemcultivatebetterlearninghabits.-16- 辽宁师范大学硕士学位论文Questionnairesarequiteappropriatefortheresearch.Ithasmanyinvincibleadvantages.Attheverybeginning,thequestionnairecanbefilledandansweredbyalltheresearchsubjectsinashortperiodoftime,whichishighlyefficient.Then,thedataofthequestionnaireiseasytobeanalyzedastheyweregatheredfromthequestionnaires.What’smore,researchsubjectsdon’tneedtowritedowntheirnamesonthequestionnaire,sotheydon’thaveanystresstowritedowntheirtruefeelingsfromthedeepoftheirheart.Sometimesthequestionnairesarenotobjective.Besides,manystudentswillfilltheanswerwhichtheythinkisrightinsteadofwhattheyactuallydo.Althoughthequestionnairehasmanydisadvantagesandmaybenotthebestway,itisstillthefirstchoicefortheresearcher.Sobothpre-experimentalandpost-experimentalareorganizedintheexperimentalparts.3.3.2Pre-TestandPost-TestThepre-testandpost-testarenecessaryfortheauthortomakeoutthestudents’changesintheirstudies.ThesetwotestsaremadetofigureouttheinfluencesoftheapplicationofSchemaTheoryingrammarlearning.Thepre-testisdevisedsothatwecanknowaboutthestudents’presentgrammarlevelandweaknessduringtheprocessofgrammarlearning,whilethepost-testisdevisedfortheaimofmakingoutthestudents’processingrammarlearningbyusingSchemaTheoryintheirstudies.Beforetheexperiment,thewriterdemandedtwoclassestotestthesamequestionnaireinordertofigureouttheirrealEnglishlevel.Thewritermadeapaper,andstudentswereaskedtowritedowntheanswersonthepaper.Thereareall16tensesinEnglishgrammar.Thewriterchose9fromthemasabasicmaterialoftheresearch,andtestswerecarriedoutintwodifferentclasses.Thefinaltestwasinprocessafterfinishingtheses16tenses.Thesetwoclassestookthesamepaperasafinaltestatthesametime.ForthesakeoffindingouttheeffectoftheSchemaTheoryonlong-termmemoryandmakingsurethatthetestiseffective,theauthordidn’tdivulgeanyinformationbeforefinishingtheclassandthesestudentshadnotimepreparingforthetest.Thefinaltestwasalittlebitdifferentfromnormalones.TheteacherallocatedpaperstoallthestudentsinclassAandclassB.Thestudentsintheseclassesneedtowriteacompositionaboutastorywithnolimitedtopic.However,thecompositionshoulduseatleast4fromthe16tenses.wewouldwritedowntheSchemaTheoryoftenseontheblackboardinclassAduringtheirmemoryprocess.Andthefinaltestshouldbefinishedin25minutes.3.3.3InterviewThewritertooktheinterviewswiththepurposeofaddingtheinformationthatdidn’tmentioninthequestionnaire.Therearetwointerviews,includingthepre-experimentalinterviewandpost-interview.Thesubjectinvestigatedofthepre-experimentalinterviewisanEnglishteacherfromapubicseniorhighthreeschool,-17- 辽宁师范大学硕士学位论文andthepurposesofthisistoinvestigatethegrammarteachingmodeinseniorhighthreestudents.What’smore,throughthepre-experimental,itmayreflecttheteachingproblemwearefacedwithandassurethattheteacherwouldaccepttheteachingmodethattheauthorusedinthesetwoclass.Here‘sthecompendiumofthepre-experimentalinterview:1.Howdoyoudowhenyouteachinclass?2.Haveyouevertaughtstudentssomememorymethodsduringyourclass?3.DidyouhearabouttheSchemaTheorybefore?4.Haveyoueverbeenperplexedabouthowtoteachstudents’grammarinanappropriateway?5.Ifthereisachance,wouldyouliketochooseyourEnglishteaching?Nevertheless,attheendofthetest,wewillchoosesomestudentswhowererandomlyselectedfromclassAastheinterviewees.Theywereaskedtotakepartintheinterviewtoanswersomequestionsabouttheclass.Actually,it’snotenoughforallthesestudentstojustgiveayesorno.Theyshouldgiveusadetaileddescriptionoftheirownunderstandings,theirfeelingsandtheirpersonaladviceoftheSchemaTheory.Herearetheoutlineoftheinterviewforthosestudents:1.Afterlearningtheclass,doyouliketheSchemaTheory?2.DoyouthinktheSchemaTheoryishelpfulforyourEnglishstudy?3.WillyouuseitafteryourEnglishstudy?4.WouldyouliketopaintyourownSchemaTheory?3.4TeachingExperimentalProcedureInthischapter,theauthorwillindicatetheschemafortheexperiment,thepreparationfortheexperimentandoneexampleofteachingcasewithSchemaTheory.Herelet’shavealookatitstepbystep.3.4.1planfortheexperimentTherearethreepartsconsistedintheplan,whichispre-experimentalplan,post-experimentalplanaswellastheexperimentalplan.Theplanfortheexperimentcanbeclearlyexplainedinthefollowingflowchart,fromwhichwecanseeclearlyhowtheauthorcarriedouttheexperiment.-18- 辽宁师范大学硕士学位论文Figure3.1planfortheexperimentalInthefirstplace,beforetheexperimental,thewriterwouldtakeapre-experimentalquestionnaire,pre-testandpre-experimentalinterviewbeforetheexperiment.Second,theteacherwillhaveanintroductionoftheSchemaTheorywhichletthestudentsknowwhatistheSchemaTheory.Therewillbeseveralactivitiestosupportitwhichmakessuretheclasswouldbeinasmoothway.What’smore,teachercollectedthepapertoanalyzetheresultsofthepre-testsandpre-experiment,whichcanbeconsideredasthecomparativematerialstotheirfinaltests.Duringtheexperiment,theteacherorganizedandcollectedtheirresultfortheanalysis.Andthen,aftertheclass,theteacherconductedthestudentstofinishthepost-experimentalquestionnaires,post-testandpost-experimentalinterviews.Thus,theteachercancollecttheirdataasthefinalresult.3.4.2PreparationfortheexperimentBeforetheexperiment,theteacherwouldtellthestudentswhatistheSchemaTheory.TheSchemaTheoryisausefulwayfortheusertoorganizetheirthinking.TheknowledgeshownintheSchemaTheoryiseasyforthelearnerstounderstandandmemorize.ThefollowingisthestepsoftheSchemaTheorythatwewilluseinclass.ThefirststepistoestablishanvividframeworkofwhattheSchemaTheoryis.Wecanusethesoftwareasasupplement.Thesecondstepistoshowthestudentsthemainpointsandthedefinitionofthelesson“tense”.Thethirdstepistodividethetenseintotwopartsandtalkabouteachpart.Theforthstepistoaddthefloatingwordsasthedefinitionofeverypart.Thefifthstepistoaddthefloatingwordsastheformofthetenseandthefunction-19- 辽宁师范大学硕士学位论文ofthe“situation”Thelaststepistoaddtherelationshipofeverytenseandfinallygettheexacttense.InadditiontotheSchemaTheorycontent,quantitiesofteachingmaterialsshouldbereadybeforetheclass,suchasmulti-media,differentcolormarkpens,thenotebooktorecordthewholeteachingprocess,theimaginationandthecreativityofthestudents.Therearefourstepsintheprocess.Intheverybeginning,wecanusethepapertocheckwhatisthestatusofthestudents’presenttenselearning.Thenwearesupposedtoteachstudents’tense.What’smore,theteacherwillgivethestudentssometimetorecitethelesson.Finally,wewillhavethesamepaperasweusedatthebeginningoftheclassandcheckwhethertheyhaveunderstoodthelesson.3.4.3AteachingcaseInordertorestoretheauthenticityoftheclass,thisteachingcaseisrecordedbynotebookbelongingtotheauthor’stutor.Tense(16tensesinall)EnglishGrammaroftenselearningcontains:thepresenttense,thepasttense,thefuturetense,thepastfuturetense,thepresentcontinuoustense,thepastcontinuoustense,thefuturecontinuoustense,thepastfuturecontinuoustense,thepresentperfecttense,thepastperfecttense,thefutureperfecttense,thepastfutureperfecttense,thepresentperfectcontinuoustense,thefutureperfectcontinuoustense,thepastfutureperfectcontinuoustense,andthepastfuturecontinuoustense.ThefollowingisaClassrecord:T:Goodafternoon,everybody.Thisclasswearegoingtolearnsomethingfabulous.Thetitleofthisclassis“tense”.Ss:Thisgrammarissodifficultthatweoftenmakemistakesandmisunderstanding.T:Right,it’satopicwhichobscuresusalot,however,itfamiliarwithourlives.Firstofall,Ihavewrittenthetitleontheblackboard.PleaselookattheblackboardandIwannaasksomeofyouwhatisthetense?Ss:Thetime?T:Well,letmeaskyouanotherquestion.whatistheresultofoneplusone(1+1=?)?Ss:Two?T:Fine,fromnowon,duringmyclass,oneplusoneisequaltooneplusone.T:let’slookattheblackboard,“时”means“时间”，“态”means“状态”，“时态”is“时”plus“态”.OneplusoneisequaltoSo“时态”means“时间的状态”.T:Howmanytensesarethereinthegrammarlearning?Ss:20?24?-20- 辽宁师范大学硕士学位论文T:thesearenottherightanswer.Thereare16tensesingrammar.Wecanlearngrammarfromthreeaspects---definition,formandfunction.Thereareonly9definitions.Andnowwearegoingtolearndefinitionfirst.Tensecanbedividedintotwoparts,timeandsituation.Fromthetimepart,therearepast,presentandfuture.Soquestionagain,whatisthe“present”?Ss:“present”is“rightnow”?T:Youareright.Andhowabout“past”?T:“past”isbeforethe“present”.Andhowaboutthefuture?Ss:“future”meansafterthe“present”.T:That’sright.Letmeshowyoutimeaxesindetails.Pleaselookattheblackboard.T:Wealsodividesituationinto3parts:thesimple,thecontinuousandtheperfect.What’sthedefinitionof“thesimple”?Ss:Oftendosomething?T:notclear.Letmegiveyousomeexamples.(chooseonestudent)HowaboutyourEnglish?S1:notbad.T:howmanygradesareyouusuallyget?S1：126(Fullmarkforseniorhighthreegradestudentis150.)T:Well.Howaboutyou?(anotherstudent)S2:Soso.T:Fine.WhenIaskaboutstudents’mark,someonesaidnotbadwhiletheothersaid“soso”.Whenastudentsaidnotbad,Iwasinterestedinhis/herstudy.However,whenastudentsaid“soso”,Iwouldasknomore.“Soso”isequaltosimple.WhenIsayanormalscore,Iwouldsaythestudentdon’twanttoemphasizehis/herlevel.Thekeypointoftenseis“verb”.WhenIsayifyouhaveasimplemarkmeansyoudon’twanttoemphasizeyourmark.Sodoesthetense.Whenwesaysimpleoftensemeanswedon’twanttoemphasizethetense.Sothedefinitionofthesimpleisthemovementthatwedon’twanttoemphasizeitsact.Isthatclear?Ss:Yes,wedo.T:Andnextis“thecontinuous”.Look!Oneofyouisputtinghis/herfingerintohis/hernoise.Ss:Disgusting...T:WhenIsaidthissentence,doyouhaveavividpictureinyoumind?Sowesay“thecontinuous”meanstheactionwhichisdoingrightnow.T:Andthelastoneis“perfect”.Thedefinitionofthisis...?Ss:It’stheactionthathavealreadybeenfinished.T:Welldone.Andnowlet’sreviseaequation.What’stheresultofoneplusone?Ss:oneplusone.T:Fromthe“past”side,“past”plus“simple”isthepastsimple.Thedefinitionofitistheactionthatwedon’temphasizeinthepast.-21- 辽宁师范大学硕士学位论文“past”plus“continuous”isthepastcontinuoustense.Thedefinitionofitistheactionthatisdoinginthepast.“past”plus“perfect”isthepastperfecttense.Thedefinitionofitistheactionthathavefinishedinthepast.Thenfromthe“present”side,“present”plus“simple”isthesimplepresenttense.Thedefinitionofitistheactionthatwedon’temphasizerightnow.“present”pluscontinuousisthepresentcontinuous.Thedefinitionofitistheactionthatisdoingrightnow.“present”plus“perfect”isthepresentperfect.Thedefinitionofitistheactionthatwehavefinishedrightnow.Thelastoneisfuture.“future”plus“simple”isthesimplefuture.Thedefinitionofitistheactionthatwedon’temphasizeinthefuture.“future”plus“continuous”isthefuturecontinuous.Thedefinitionofitistheactionthatisdoinginthefuture.“future”plus“perfect”isthefutureperfecttense.Thedefinitionofitistheactionthatwewilldointhefuture.T:that’stheendofdefinition.Nowthat’stalkaboutform.Weshallbeginfromthetime.Weusetheproperformof“do”asanexample.Inthe“past”,“did”isthedirectform.Inthe“present”,is“do”.Inthe“future”,iswill.Inthe“simple”,thedirectformis“do”.Inthe“continuous”,is“bedoing”.Inthe“perfect”,is“havedone”.Soduetothe“oneplusoneisequaltooneplusone.”,herearetheformsoftheseninetenses:theformof“thepresenttense”is“do”;“thepasttense”is“did”;“thefuturetense”is“willdo”;“thepastcontinuoustense”is“was/weredoing”;“thepresentcontinuoustense”is“am/is/aredoing”;“thefuturecontinuoustense”is“willbedoing”“thepastperfecttense”is“haddone”;“thepresentperfecttense”is“havedone”;“thefutureperfecttense”is“willhavedone”.Areyouclear?Ss:Yes!T:Well,excepttheseninetenses,thereareotherseventense.NowIwannaaskthesamequestionagain.Whatistheresultof“oneplusone”?Ss:oneplusone.T:Sotimeisalsohasthepastandfuture,situationhasperfectandbeinprogress.Andtherearebornsevenothertenses.Let’scheckothersevenforms.“thepastfuturetense”is“woulddo”;“thepastfuturecontinuoustense”is“wouldbedoing”;“thepastfutureperfecttense”is“wouldhavedone”;“thepastfutureperfectcontinuoustense”is“wouldhavebeendoing”;“thepastperfectcontinuoustense”is“hadbeendoing”;“thepresentperfectcontinuoustense”is“havebeendoing”;“thefutureperfectcontinuoustense“is“willhavebeendoing”.T:What’smore,thereisonlyonethingleft.Itisthefunction.Itshouldemphasizethat-22- 辽宁师范大学硕士学位论文thetimehasn’tthefunction.Thefunctionof“thenormal”isthatwedon’twanttoemphasizethemovement.Thefunctionof“thecontinuous”isthemovementthatshouldbeemphasize.Thefunctionof“theperfect”isthatweshouldemphasizetheinfluence.Thelastoneis“perfectcontinuous”.itisthecombinationof“theperfect”and“thecontinuous”,sothefunctionofitisthatweshouldnotonlyemphasizethemovementbuttheinfluenceaswell.Areyouclear?Figure3.3SchemaTheoryonEnglishgrammarlearningSs:Yes.SsA:Afterwhatyoutaughtusjustnow,wecanclearlydistinguishthetenses.SsB:Notonlycanweeasilysayouthowmanykindsoftensesare,butalsowehaveknownwhereandwhenwecanusethem.SsC:Thequestionswehavediscussebeforeourclassiswellclearnow.Icanapplyitintofillingblanksorcompositionskillfully.-23- 辽宁师范大学硕士学位论文4DataAnalysisandDiscussion4.1DataCollectionDuringabout4months’study,itisthepre-experimentalandpost-experimentalquestionnaires,thepre-textsandthefinaltextsaswellastheinterviewsthatwerecollected.Whatshouldbeemphasizedisthattheschematheoryisappliedtotheteacherandlearnersrecordedintheexperimentalclass.SincetheexperimentalclassisClassA,thecontrolledclassisClassB.Thereare32copiesaboutthepre-experimentalquestionnairesofClassA.Allthesequestionsreferredinthelastappendixesareanswered,atthesametime,thequestionnairesarecollectedreallyandeffectively.Surely,alltheresultsarevalid.Whilethepost-questionnairesarehandedourtothestudents,32copiesaregivenout,surely,returnedandclearedup.Definitely,allthecopiesarewithoutafalseandrealtested.Totally,thereare62copiesofpre-testpapers,including5post-testsweredesignedforallthestudentsinClassAandClassB,including4post-testsandafinaltestforeachclass.Allthedataarecounted,calculatedandanalyzed,ofcourse.Excelisusedtoenumerateallthefiguresofthiscase.Thepre-experimentalinterviewsandpost-experimentalinterviewscontain11copies,including10forlearnersand1foranEnglishteacher.Theteachercollectallthepapersafterthisexperiment.Inordertorecordallthestatisticsandnottoleaveoutanysignificantdetail,inthisprocedure,therecordingpenisusedtomakeamemoofthedialoguebetweeninterviewerandintervieweessothatnopointcanbeleft.Besides,theclassperformanceofallthestudentsareshotbycellphonecamerawithseveralphotoskeepingtrackofthedribsanddrabsintheteachingprocessoftheexperimentalclass.4.2ResultofQuestionnairesSincequestionnairesisusedinthispaper,thereisnodoubtthatalltheresultsarecollectedandanalyzedbytheauthor.Theconcreteresultsareasfollows.4.2.1Pre-experimentalquestionnaireTable4.1ThetypesofquestionsFamiliarityTypesGrammarGrammarGrammarwithlearninglearningmemorizingschemaproblemshabitshabitstheoryQuestionsNo.1-3No.4-5No.6-8No.9-24- 辽宁师范大学硕士学位论文Question1WhatdoyouthinkisthemostdifficultpartinEnglishlearning?A.VocabularyB.GrammarC.ReadingD.WritingQuestion2WhatdoyouthinkisthemostdifficultpartinlearningEnglishgrammar?A.ToomanygrammarrulesB.HardtocomprehensiveB.ToomanyvariationsinformD.OtherdifficultiesQuestion3Willyoueasilyforgetnewgrammarrules？A.FrequentlywillB.OccasionallywillC.SeldomhappenedD.otheranswersTable4.2Theresultofquestionsforstudents’vocabularylearningproblemsAspectABCDQuestion132%35%9%24%Question223%14%42%21%Question325%34%19%12%Forquestion1,thereare35percentofstudentsholdingheopinionthatgrammaristhemostdifficultpart,whichgivesusahintthatforsecondlanguagelearners---analyzinggrammarstructuresisabigchallenge.Inlightofthisresult,wecanmoveforwardtheresearchontheapplicationofschematheoryingrammarlearning.Asforthecertainstudentsthoughtthegrammarisdifficult,23percentofstudentsconsidersthattherearetoomanygrammarrules,whicharehardtomemorize.14percentofthemthoughtthatmostofthegrammarrulesarehardtounderstand,ratherthantomemorize.Therearealsosomestudentsthinkingthegrammariscomplicatedforthedifferentvariationsoftherules.Fromtheseresultswecanseethatallthesepossibledifficultiescancausedifficultiesinmemorizinglearnedgrammarandlearningnewrules,whichmakesourstudyonschematheorymorevaluable.Forthestudentswillfrequentlyforgetthegrammarrules,while,over50percentofstudentspresentedthattheywerebadatmemorizinggrammarrules,thoughtheruleswerenewlylearnedinschool.What’sworse,someofthestudentssaidtheycan’teventellthedifferencebetweentwosimilargrammarrules,whichmakesthememorizingprocessofthesetworulestotallyinvain.Wecanalsotellthatonly12percentofstudentbelievedthemselvescanunderstandandapplyallthegrammarrulestheyhavelearnedbefore.Question4WillyoutaketheinitiativetolearnEnglishgrammarintheabsenceoflearningtask?A.AlwaysactivelearningB.SometimesC.NeverD.OtheranswersQuestion5-25- 辽宁师范大学硕士学位论文Howaboutyourfrequencyofreviewinggrammarrules?A.OftenB.OccasionallyC.NeverD.OtheranswersTable4.3Theresultofstudents’GrammarlearninghabitsAspectABCDQuestion421%66%2%11%Question531%54%2%13%Forquestion5,only13outof62studentssaidtheyareeagertolearngrammarwhentheyarefreeformotherlearningtasks.Therewasevenonestudentsaidthathewouldneverlearngrammarandtotallygaveitup.BothStudents’motivationandconfidenceonthesubjecthavegreatinfluenceontheirgradesandlearningoutcome.Mostofthestudents(41outof62)reviewedthattheywerewillingtolearngrammar,butonlysometimes,usuallyrightbeforeoraftertheexam.Lackofmotivationisthereasonthatthosestudentsarenotsoeagertolearngrammarautonomously.Onlyhomeworkandexamscanmakethemlearngrammarintheparttime.Theother7studentssaidtheyonlywentovergrammarbeforethefinalexam,sobasicallytwiceayear.Forquestion6,theresultofthequestionnaireisgeneralthesamewithquestion5,thestudentswhoarewillingoreagertolearngrammarautonomouslyusuallyhavethehabittoreviewthegrammarrulestheyhavelearned.Fromtheresultwecantellthat,about10percentofstudentwhodon’thavestrongmotivationinlearninggrammarontheirownalsowiththehabittoreviewgrammarfrequently.Iwastoldbythesestudentsthattheythoughtreviewasagreatwayofmemorizingnewlylearnedgrammarrules,whichcanletthembuildarelationshipbetweenthenewknowledgeandthelearnedrules.Accordingtotheirconclusionwecanseethat,thesestudentshavealreadybuilttheirownwaytolearnEnglishgrammar,whichisefficientforthemselves.Question6Haveyoueversummarizethegrammarrulesthatyoulearnedbefore?A.FrequentlyB.sometimesC.neverD.onlybeforethetestsQuestion7Howdoyoumemorizegrammarinyourdailylife?A.PutitinspecificcontextB.followingtheteacher’swayC.LearnbyroteD.othermethodsQuestion8Haveyoueverassociatednewrulestolearnedrules?A.YesB.sometimesC.never-26- 辽宁师范大学硕士学位论文Table4.4Theresultofquestionsforstudents’GrammarmemorizinghabitsAspectABCDQuestion68%(5)32%(20)2%(1)58%(36)Question76%(4)55%(34)13%(8)26%(16)Question88%(5)79%(49)13%(8)These3questionsarebasedonstudentsmemorizinghabits,whichhavegreatinfluenceonthedirectionofourresearch.ForquestionNo.6,only5studentsadmittedthattheyhavethehabittosummarizethegrammarrulesthey’velearnedfrequently.Mostofthesestudentshavethesamestudyhabitsonothersubjectstoo,whichhaveagreatinfluenceontheirstudyefficiency.Thereare58%students(36outof62)presentedthattheypreferredtosummarizebeforethetest.Fortunately,theynotonlysummarizerightbeforethefinalexams,butalsobeforetheregulartests.Theother20studentsstatedthattheyusuallydon’tfollowacommonstudyplan,becausetheythoughtsummarizingprocessdidn’thelpalotintheirEnglishstudy.Asforstudents’memorizingmethods,onlyafewofstudents(4outof62)saidtheywereusedtoputspecificgrammarruleintocontexts.Ialsohavedoneafurtherresearchonotherstudents’opinionsonmemorizingwithincontext.Mostofthemconsidereditasausefulwaytostudyvocabularybutnotgrammar.Quiteexpectably,mostofthestudentschosetofollowtheirteachers’waytomemorizegrammar,whichmeansthestudyisevenmorevaluableinstudents’study.Other13%ofstudentssaidtheybasicallydidn’thaveawaytofollow,sotheyjustswallowedallrulesup.Forfurtherresearch,thestudents’othermethodsincludesfollowingwell-knownreferencebooks,takingafterclasscourses,groupstudy,practicalexercising.Forquestion8,mostofthestudentscanassociatenewgrammarruleswithpreviouslearnedrules.5otherstudentssaidtheykeepeverylearnedrulesinmind,sotheycanfindtheinternalrelationshipamongthepreviousandnewrules.Alsotheoneswhosaidtheyonlylearnedbyrotedidn’thavetheabilityandawarenesstobuildrelationshipwithintherules.Question9Doyouknowabouttheschematheory?A.NotatallB.AlittleC.QuitefamiliarD.justsosoForthisquestion,only4studentsknowabouttheschematheory,buttheirknowledgeonschematheorywasstillsuperficial.Other37studentssaidtheyhavenotheardofitatall,and11ofthemsaidtheypossiblyhavehearditbefore.NoneofthesestudentshastheabilitytoapplyschematheoryintoEnglishgrammarstudy.Question10DoyouhaveanysuggestionsforyourteacherinEnglishGrammarteaching?Althoughthisisnotamandatoryquestion,thereweremorethan20studentspresentedtheirvaluableidea.Wecantellthatthesestudentsreallywantstohaveabettergrammarclass,andtheireagertoimproveEnglishgrammarskills.Morethan-27- 辽宁师范大学硕士学位论文10ofthesestudentssaidtheydidn’tknowhowtousethegrammarlearninginclasswhentheyweredoingexercises,orforgothowtouseit.Other7studentssaidtheywantedtoknowsomewaystohelpthemmemorizethegrammar.Other3studentssaidtheclasscanbemoreinteresting.4.2.2Post-experimentalquestionnaireTheauthordesignedthepost-experimentalquestions,and62copiesofthequestionnairesweredistributedandallofthemwerecollectedandvalid.Thepurposeofthisquestionnaireistounderstandstudents’feelingsaboutSchemaTheoryinEnglishgrammarlearningandthechangesinstudents’Englishgrammarlearning.Thequestionnairecontained15questionsandthedetailsareasfollows:Table4.4ThetypesofquestionsStudents’Students’feelingStudents’changesTypesacceptabilityaboutandtheirlearningbyusingSchemaSchemaTheoryhabitsTheoryQuestionsNo.1-4No.5-9No.10-15Question1DoyouthinkSchemaTheoryisreallyconducivetoEnglishgrammarlearningafterhalftermstudy?A.VeryusefulB.NothingspecialC.UselessD.AlittleeffectQuestion2WhatdoyouthinkoftheSchemaTheoryandthetraditionallearningmethod,whichoneisbeneficialtogrammarmemorize?A.TheSchemaTheoryB.ThetraditionallearningmethodsC.ThecombinationoftwomethodsD.OtheranswersQuestion3Afterfinishingonemodule,willyoutrytoanalyzeandmemorizeEnglishgrammarwiththeSchemaTheory?A.AlwaysB.OccasionallyC.NeverD.Incaseofneed.Question4DoyouprefertolearnEnglishinthewayofSchemaTheoryinthefuturestudy?A.AbsolutelyB.UseitwhentimepermitsC.DislikeitD.Havenoplan-28- 辽宁师范大学硕士学位论文Table4.5Theresultofstudents’attitudetoSchemaTheoryAspectABCDQuestion160%15%7%8%Question242%30%15%13%Question347%22%20%11%Question438%32%23%7%Afterthetraining,60%ofthestudentsthinkSchemaTheoryisaneffectivemethodofEnglishgrammarlearning.TheyaffirmedtheefficiencyofSchemaTheoryandhadadeepunderstandingofit,sotheyhavedevelopedagoodlearningmethod,anditispossibletoapplySchemaTheorytotheirEnglishgrammarlearning.Whenitcomestothesecondquestion,abouthalfofthestudentsthinkthattheSchemaTheoryismorehelpfultothemtolearnEnglishgrammarthanthetraditionallearningmethod.Becausethetraditionalgrammarlearningmethodisboringanddull,whichcannotimprovestudents"interestinlearning,butSchemaTheorycanarousestudents"greatenthusiasmfornewlearningmethods.Therefore,inthethirdquestion,47%ofthestudentstendtouseSchemaTheoryasalearningtoolforanalyzingandmemorizingEnglishgrammar.Thatis,SchemaTheoryismoresuitableforstudents"physicalandmentaldevelopment.Rotelearningisnotarecommendedmethod.Learnersneedtotrysomenewlearningmethods.Inthefourthquestion,38%ofthestudentsmadeitclearthattheywouldcontinuetousetheSchemaTheorytolearnEnglishgrammarwhilesomelearnersdonothaveaclearplanofthefuturelearningtasks.Question5WouldyouliketouseSchemaTheoryandexchangeideaswithotherstolearnEnglishgrammar?A.PositiveB.NegativeC.NeutralD.Itdepends.Question6DoyouknowthebasicstepsintheapproximatestudyofSchemaTheory?A.FullymasteredB.BasicallymasteredC.NotmasteredD.OtheranswersQuestion7IsthereaconscioususeofSchemaTheoryinthecourseofEnglishgrammarlearning?A.AlwaysB.OccasionallyC.NeverD.Incaseofneed.Question8WillyouoftenreflectonitandaddsomenewcontentsafterfinishingtheSchemaTheorystudy?-29- 辽宁师范大学硕士学位论文A.AlwaysB.OccasionallyC.NeverD.Itdepends.Question9DoyouprefertoaddotherlearningstrategiestoassistinthememoryofEnglishgrammaronthebasisofSchemaTheory?A.PositiveB.NegativeC.Itdepends.D.OtheranswersTable4.6Students’feelingandtheirlearninghabitsafterusingSchemaTheoryAspectABCDQuestion550%25%20%5%Question630%45%13%12%Question725%54%10%11%Question825%60%6%9%Question960%22%8%4%Forquestion5,50%oflearnerstendtoexchangethinkingwithotherlearnerswhentheyuseSchemaTheory.BecausetheSchemaTheorylearningmethodisstillattheexploratorystage,workingwithotherswillmakethemfeelmoreconfident.Thisalsohelpstostimulatetheenthusiasmofthelearnerstolearntogether.Forquestion6,30%ofthestudentschoseA.Itisnotdifficulttoseethattheselearnersaresmartenoughtoacceptnewknowledgeinashorttime.Therefore,theycanquicklylearnthemethodoflearningEnglishgrammarinSchemaTheory.Thereasonforthisproblemissimilartothatofthepreviousone.TherestofthelearnerschoseB,C,orD,becausetheycannotdevelopanewlearninghabitinashorttime.25%ofthelearnerstrytouseSchemaTheorylearningstrategiesinlearningnewgrammar,whichmeansthatmostlearnersdonotformthehabitofusingnewmethods.Thatistosay,thetypicallearningmethodsstillplayanimportantroleintheirEnglishlearning.Therefore,duringgrammarteaching,teachersshouldmakefulluseofabundantteachingresourcestocreaterealisticsituationsforstudents,andcreatevariousformsofgraphicstructures,soastoimprovetheefficiencyofEnglishgrammarlearning.Asforproblem9,about60%ofstudentschooseA,becausethesuperpositionofmultiplelearningmethodscanstimulatestudents"learningmotivationanddeepentheintuitiveandactivenessofgrammarlearning.Question10WhethertheapplicationofSchemaTheoryinEnglishgrammarlearningcanimprove-30- 辽宁师范大学硕士学位论文yourinteresttoEnglishlearning?A.ImprovemyinterestC.NoinfluenceB.ReducemyinterestD.OtheranswersQuestion11HaveyouimprovedthelearningefficiencyofEnglishgrammarthroughtheuseofSchemaTheory?A.ImprovetheefficiencyC.HavenoinfluenceB.ReducetheefficiencyD.OtheranswersQuestion12WhethertheuseofSchemaTheoryimprovetheassociativeabilityinEnglishgrammarlearning?A.VeryhelpfulB.RelativelyhelpfulC.HavenoinfluenceD.OtheranswersQuestion13WhatisthesignificantchangeinEnglishgrammarbyusingSchemaTheory?A.HavinggreatenthusiasticinEnglishgrammarlearning.B.FeelingthatEnglishgrammarlearningisharderthanbefore.C.NotonlyhasgreatenthusiasticinEnglishgrammarlearning,butalsowantstoapplythistheorytovocabulary,readingandotheraspectsoflearning.D.HavingnointerestsinlearningEnglish.Question14Doyouthinkit’sagreatsuccesstoputforwardSchemaTheoryinEnglishteachingmethodforthistime?A.VerysuccessfulC.Can"tfeelthatB.UnsuccessfulD.BothsuccessfulandunsuccessfulQuestion15WillitbepossibleforyoutorecommendSchemaTheoryinEnglishgrammarlearningtootherteachersorstudentsinthefuturestudy?A.Yes,Iwill.B.No,Iwon’t.C.Itdepends.D.HavenoideaTable4.7Students’changesbyusingSchemaTheoryAspectABCDQuestion1038%7%48%7%Question1135%17%40%8%Question1250%35%10%5%Question1330%10%47%13%-31- 辽宁师范大学硕士学位论文Question1435%20%15%25%Question1542%15%25%18%Differentlearnershavedifferentviews.Forproblem10,38%ofthelearnersbelievethatSchemaTheorycanimprovetheirlearninginterestandenthusiasm,while48%ofthelearnersthinktheydon"thaveenoughtimeandconfidencetoputnewmethodsintopractice,sotheycannotfreelyuseSchemaTheorytostudyEnglishgrammar.Goodlearnersshowgreatenthusiasmfornewthingsandtrytoaddsomeillustrationstotheirgrammarlearning.Therefore,theyarewillingtogetasenseofaccomplishmentbycompletingasatisfactoryjob.However,thepurposeofothers’istocompletethetasksothattheywillnotbecriticizedbytheteachers,andtheyarenotinterestedinthenewmethodsofgrammarlearning.Fortheeleventhquestion,only17%ofthelearnersdonotthinkSchemaTheorycanimprovetheirgrammarlearningefficiently,whilemostlearnersdonotknowwhetherSchemaTheoryhasplayedaroleinEnglishgrammarlearning.Forquestion12,halfofthestudentsbelievethatSchemaTheorycanimprovetheirassociativeability,whichmeanstheycanfindouttheinherentcorrelationbetweennewgrammarknowledgeandpreviousone.Thisisalsoverifiedinquestion13,thatis,47%oflearnersthinkthroughthepracticeofSchemaTheory,theynotonlyhavegreatenthusiasticinEnglishgrammarlearning,butalsowanttoapplythistheorytovocabulary,readingandotheraspectslearning.ThisembodiesthepowerfulvitalityoftheSchemaTheory.Fromthetwoquestionsof14and15,wecanseethattheEnglishgrammarteachingmethodwithapplicationofschematheoryisagreatsuccess.And42%ofthestudentsarewillingtorecommendthiseffectivemethodtoteachersandstudents.4.3ResultoftheStudents’TestsThetestofthispaperconsistsoftwokinds.Oneispre-test,andtheotherispost-test.Eitherofthesetwoismeaningforthewholepaper.Therefore,accordingtotheexperimentaldata,nomatterwhetheritispre-testorpost-testisanalyzedbytheauthorcarefully.4.3.1Analysisofpre-testresultForsakeoffullybeingawareofthestudents’currentEnglishproficiency,pre-testisusedbeforetheexperiment.Thetablebelowshowstheresultofpre-testinthispaperforthesubsequentpost-testprovidingareference.Surely,SPSS19.0isappliedtoanalyzethedata.Table4.8Thepre-testresultclassNMeanStd.DeviationFSE13277.5218.25623077.3247.575-32- 辽宁师范大学硕士学位论文Inthistable,itisapparentthatthetwoclasses’meanscoreisbasicallythesame,whichissoveryvitalthatthisexperimentcanbedonebetweenthem.Onconditionthatthefactorsarealmostfair,theresultsaremorecredibleandthepre-testisvalid.4.3.2Analysisofpost-testresultInthissection,thefinalresultofthepost-testisshownaslistedbelow.Inordertogainthereasonableresult,notonlymaximumandminimumscorebutalsotheaveragescoreisshowninthefollowingtable.AnalysisofsimplechoiceresultsofperiodicalachievementtestsThereare32studentsintheClass1(experimentalclass),whilethereare30studentsinClass2(controlledclass),thereare15testsinbothClass1andClass2,andeachtestwith20simplechoices.Theresultofthispost-testisasfollows.Table4.9ResultofeachperiodicalachievementtestStagesinsemesterTheexperimentalclass（average）Thecontrolledclass(average)Stage16263Stage27171Stage36762Stage47467Finaltest7668Stage1representstheexamaftersummervacation.Stage2representsthemonthlyexamattheendoftheSeptemberin2017.Stage3representsthemid-termexamontheOctober,2017.Stage4representsthemonthlyexamattheendoftheNovemberin2017.Thefinaltestrepresentsthefinalexamafter4-monthstudy.Fromwhathasbeenshownintheabovepicture,itisobviousthatthescoreofClass1ishigherthanthatinClass2.Thatmeanstheexperimentalclassgainsabettermark.Definitely,themeanscoreinthistableshowsthatClass1ishigherthanClass2,too.-33- 辽宁师范大学硕士学位论文Table4.10thestatisticresultsofthestagesMeanNStd.DeviationStd.ErrorMeanGroup1AverageScoreofEC7053.8531.921AverageScoreofCC66.253.5061.843TheresultofthesestatisticsinthetableshowsthattheaveragescoreoftheECis70,whichisapparentlyhigherthanthatoneofCC.ThisstatisticofmeanscoresprovejustrightafactthatschematheoryreallycountsinEnglishgrammarteachingforseniorhighthreegradestudents,especiallyinthenervouspreparationstageforthecollegeentranceexaminationduringsuchashortperiod.Atlast,thefinalexaminationistotallydifferentfromsimplechoice.Attheendofthisterm,theteacherdidn’trequestthelearnerstodosimplechoiceasbefore.Designacomposition,whichoriginatesfromNationalsecondsetoftestpapersin2016.Asamatteroffact,nomatterwhichcompositionisgiventothelearners,basicgrammaraswellasvocabularyisamust.Inthecomposition,itisboundtoinvolveseveralgrammarsindifferentstagesinthisterm,someofwhicharebasedonschematheory.Especially,tenseissoimportantthatanycompositionwilluse.Withouttense,withoutanycomposition.Acompositioncanunconsciouslyandskillfullyreflectlearners’currentproficiency.Duringthisterm,studentslearnacertainofgrammarsbasedonschematheory.Inordertofigureoutwhetherthelearnershaveabetterunderstandingofhowtoapplythistheoryintoreality,theteacherusethiscompositiontotestthem.Thespecificdatahasbeenshownasbelow.TheauthoralsouseSPSS19.0todothispartandanalyzeit.-34- 辽宁师范大学硕士学位论文Table4.11TheresultsofthecompositiontestPairedsampletestPairedDifferenceStd.95%ConfidenceSig.(Std.Errorofthe双MeanDeviationMeanDifferencetdf侧)LowerUpperAvera3.367Groupge.0051score6.2356.4501.7492.31210.52412Fromthepicture,0.005＜0.05provesthesignificancelevel,whichstandsfor95%ConfidenceIntervalofthedifference.Furthermore,accordingtothepictureabove,thefactthatthescoreofClass1issurelyhigherthanthatofClass2hasbeenconfirmed.Theapplicationofschematheoryexertsapositive,significantandfar-reachinginfluenceonEnglishgrammarteaching.Thelearnerscanapplywhattheyhavelearnedintostudyandtestinanappropriatewaymoreorless.ThestandarddeviationinClass2ishigherthanthatinClass1,whichmeansthelearners’scoresinClass2changingupanddown.Therearemanyfactorsleadingtothisphenomenon.Afterclass,sometimestheauthorheardtheconversationfromthestudentsbetweentheECandCC.StudentsfromCCalwaysreviewthegrammarthatteachershavetaughttothem.Intheextracurriculartrainingcentreoutofschool,studentsfromCC’scoreschangealotperhaps.Table4.12ResultofthefinaltestDescriptionstatisticsNMinimumMaximumMeanStd.DeviationNumberinEC32102319.555.66NumberinCC3071813.663.75TheresultofthetableshowsthefinaltestaboutthecompositionintheECand-35- 辽宁师范大学硕士学位论文CC.ThemeanscoreinClass1is19.55.TheaveragescoreinClass2is13.66.ThisresultprovesthatthescoreofstudentsinClass2probablymakesnodifferencewiththecontrastwiththeverybeginningofthisexperiment.However,thescoreofECisobviouslybettered.Therefore,schematheoryisofgreatuseforlearnerstorememberandutilizegrammar.InEC,thestandarddeviationishigherthanitinCC.Hence,thechangeinthecontrolledclassissmallerthantheexperimentalclass.Intheabovetable,wecaneasilyfindthatthemaximumscoreis23whichisfarhigherthanmostofstudentsinthewholecity,eveninthewholecountry.TheminimuminECis10,while,itis7inCC.ThereisnodoubtthatschematheoryhasitspracticalsignificancetoinstructEnglishteaching.4.4ResultofinterviewTheinterviewwasdesignedtoanalyzethelearners’awarenessandunderstandingofSchemaTheory.Theintervieweesincludeateacherandtenstudentsintheinterview.TakethelearnerscurrentEnglishlevelintoconsideration;theywereallquestionedinChinese.ThefollowingquestionsandanswersaretranslatedfromtheChineseinterviewcontainingboththeteacherandthestudents.4.4.1TheTeacher’sInterview1.HowdoyouoftenteachEnglish?Answer:IteachEnglishinatraditionalway.Iexplainthenewgrammarrulestothestudentsfirst.NextIwillgiveoneortwoexamplesforthemtounderstand.Andthenaskthemtodoexercisesorreciteandimitatetherules.2.Doyouteachthestudentsmemorymethods?Answer:Yes.Themnemonicsplaysaprimaryroleinknowledgeacquisition,especiallyinlanguagelearning;thereforeIusuallyteachthemsometrickstoremembertherulesquickly.3.HaveyoueverheardofSchemaTheorybefore?Answer:Yes.ThatwasthefirsttimeIhadeverheardofthistheorywhenIwasachievingmydoctordegree.ButIhavenochoicetoputitintopracticeinEnglishteachinginhighschools.4.Haveyoubeenbotheredbyteachinggrammar?Answer:Yes.WhenIengagedstudentsforthefirsttime,Iwastotallyataloss.BecauseIhavenoideahowIcanletthestudentsunderstandwhatIwassayingandacquiredwhatIwasteachingthem.5.Doyouwanttotryanewmethodofgrammarteaching?Answer:Ofcourseyes.Ifthereisaeffectiveandefficientwayofteachinggrammar,Iwouldliketoputitintopracticeatonce.Fromtheaboveinterview,wecancomeintofollowingconclusions.Firstly,teachersusuallyusenonespecificteachingmannersandstudentsacceptthis-36- 辽宁师范大学硕士学位论文traditionallearningmethodbylisteningandreciting.However,theeffectoftheirtypicallearningmethodsisbarelysatisfactory.Soitisnecessarytointroduceaneffectivelearningmethodandapplyittoeverydayteachingandlearningprocedure.Secondly,teachersshouldnotonlyscratchthesurfaceofthisnewmethodwhichisSchemaTheory,butalsoputitintopracticeontheirownwill.Theaboveanalysisisabouttheteachers’interview.Andthefollowingtableisforstudents.4.4.2TheStudents’Interview-37- 辽宁师范大学硕士学位论文1.DoyoulikeSchemaS1:Ididn’tknowwhatSchematheoryisexactly.ButifTheoryinEnglishmyteacherisusingit,IthinkIlikeit.It’sanewlearninglearning?IsitabletohelpmethodI’veeverknownandtomeit’sveryuseful.Ityouwithgrammarrulesnotonlyhelpsmeunderstandandrememberneweffectively?grammarcontents,butalsoenablemetogathertogetherwhatrulesIhavelearntbefore.S2:No,Idon’t.BecauseSchemaTheoryrequiresmetorecitealmosteverypertinentrulesconnectedtothenewgrammarissue.It’sreallyaburdenonme.2.DoyouuseSchemaS3:Yes.DuetoSchemaTheory,IcangrabmoreTheoryinlearninggrammarrulesatonce.process?S4:No,mymemoryispoorsoIcannotcatchupwiththeteacherwhensheisreviewingtheoldknowledge.S5:IuseitbeforebigexamswhenIneedtorememberasmanyHowdoyouapplySchemagrammarrulesaspossible.TheorytoyourgrammarS6:Iamusingiteverylearning?dayasfarasIamlearningEnglish.Ithelpsmetoachievehigherscoresintheexamtoagreatextent.S8：IwillcontinuethiskindoflearningmethodbyLearnerswhoapplytheusingSchemaTheory.SchemaTheorytoDoyouwanttocarryonS9:IthinkitisabitgrammarlearningSchemaTheoryinfuturedifficultformetoreviewanythinglearntbeforegrammarlearning?especiallyinEnglishclass.Itmakesmefeelnervous.S10:SchemaTheorydemandsmetobegivenquantitiesofgrammaticalcontentinashortwhile.IamnotgoodatEnglishsoCanyouexplainwhyyouitisdifficulttoaccomplishdonotacceptthismeans?themission.ForthosestudentswhodonotlikeSchemaTheoryS2:Thebiggestdifficultyformeistofindouttherelationshipsamongeverygrammarrules.-38- 辽宁师范大学硕士学位论文Fromtheaboveinterview,wecandrawthefollowingconclusions:1.MostrespondentsadmitthattheSchemaTheoryisbeneficialfortheirEnglishgrammarlearning.Itisthemostsystematicwaytotrainupthestudentstoreviewthepreviousgrammarrules,handlethemcorrectlyandcreatenewoneswhichmeetthegrammaticalagreement.TheyfinditeasierandfastertograbtheEnglishgrammarthanwhentheyusedtypicaloldlearningmethods.2.Somestudentsdon’taccepttheSchemaTheorybecauseitistoodifficultforstudentswhohavepoorfoundationinEnglishtomanageagreatdealofgrammarrulesatthesametime.Somelearnershavetospenddoubletheamountoftimetryingtorememberthewholepartofnewrules.Sotheteacherstillshouldcometoandifferentmethodforthosenotsogoodstudents.4.5DiscussionTheresultsofthethesiscandistinctlyindicatethatthestudentsintheexperimentalclassperformbetterwithhigherscoresintheexaminationthanthoseofcontrolledclass.Therefore,theapplicationoftheSchemaTheoryishelpfulforteacherstoimprovetheirteaching.FromtheinterviewwecanseethatthelearnersareproactivelytakingpartintheEnglishclassesdesignedbytheteachersusingSchemaTheoryratherthantraditionalclasses.MoreovertheycanboosttheirownconfidenceinEnglishlearningbyusingthiskindoflearningmethod.Soteacherscanimprovetheirteachingefficiencybythismeans.Itcanbeseenfromtheexperimentalresultsthatlearnersinexperimentalclasscanbeawareofwhattheywerelackofinthepast,whattheyarelearningatthetime,andwhattheyaregoingtolearninginthenearfuture.awareofwhattheywerelackofinthepast,whattheyarelearningatthetime,andwhattheyaregoingtolearninginthenearfuture.WecanseefromtheinterviewthatlargemajorityoflearnerspreferSchematheorytotraditionalteachingmethodsfromalmostthetimetheycomeintocontactwithit.Theauthorfindsthatalthoughtherearesomestudentswhocann’taccepttheSchemaTheoryatadraught,theyshowintenseenthusiasminsuchnewlearningmethod.AslongasthelearnersholdapositiveattitudetowardstheapplicationofSchemaTheoryonEnglishgrammarlearningandareeagertoapplySchemaTheoryinEnglishlearning,theycanundoubtedlyimprovetheirEnglish.WhyarestudentsafraidoffallingintothefocusofEnglish?Howdoesthisphenomenoncomeintobeing?Whatcantheauthordoforstudentsonthelearningroad?Whichoneisthebestapproachtogettingcloserofhighmark?Someteachingstylesandmethodsaresostereotypicalthatour21ststudentswouldn’tliketopaytheirattentiontotheclass.Itisarealpitythattherearequantitiesofworkteachershavepushedintoeducationbutlearnerscan’taffordtoacceptit.Nowadays,asanewteacherburnednotonlyteaching,butalsootherthings,suchas-39- 辽宁师范大学硕士学位论文higherintelligentquotientthanyourstudentsincasethattheyrequiresomethingyoudon’thaveaknowledgeof,andadequateaswellascomprehensiveemotionalquotientwhichasksteachersformorepatiencetolearnerswhentheyconfused,amongthese,theauthorthinksthemostsignificantoneiscreativitybecauseofitsrealdevelopment.Currently,oureducationneglectssomebasicelements.Thephilosophyofteachingiswhenteachersfaceaclumpofchrysanthemums,teachersarecultivatingstudents’thefeelingsofheartachefromthenature.Thereisnodoubtthatlearningisneveroldandisalifelongeducation.AlleducatorsinChinaknowthisancientChineseproverb:"giveamanafishandyoufeedhimforaday."Alleducatorshavebeensearchingformoreeffectivewaystomakelearningmoreeducativeonthewaytosuccess.5ConclusionFromwhatthisthesishasmentionedabove,wecandrawtheconclusionansweringthequestionsintheabstract.Inthefirstplace,accordingtothedetailedteachingprocessandtheresultoftheteachingcase,SchemaTheorycanimprovethegrammarteachinglevelofseniorhighthree.EnglishgrammarteachinginhighschoolwhichisundertheinstructionofSchemaTheoryhaschangedsomeshortcomingsoftraditionalgrammarteaching.Basedoninspiringformalandcontentschema,itformsnewgrammarschemawithsuchpropermethods.Ithasbecomeaspecific,systematic,andoperablegrammarteachingmethodspreadaroundtheschema.Thespecificperformanceisasfollows:Ononehand,SchemaTheorymakestraditionalgrammarteachingvigorousandsystematic.Newcurriculumstandardrequiresteacherstoaltertraditionalgrammarteachingmethods,byusingacompletelynewmethodthatinspiresstudents’learninginterestinsteadofforcingthemtoreceiveandreciteeveryruleteachersmentionedintheclass.Thisnewmethodcombinesgrammarteachingwithlanguage’spracticalapplicationandblendsitwiththecultivationoflistening,speaking,reading,andwritingskillsaswell.Withthecharacterofgrowth,modification,reconfiguration,SchemaTheoryprovidesthepossibilityofgrammarteaching’sdevelopinggradually.Atthesametime,Schemamakesthegrammarteachinginternalized.Itcomestoaconclusionthatteachersshouldpayattentiontothefunctionofgrammarasatoolinlanguagestudy.Thetrendisdevelopinginordertostriveforknowledgetoservetheabilityandmergethegrammarteachingintoskilltraining.Itsapproachistoadapt-40- 辽宁师范大学硕士学位论文propermeasurestoarousestudents’awarenessofthefeaturesandeffectofsomelanguageforms.Certainly,emphasisonstructuredoesn"tmeantodespisecommunication.Itintegratesthelanguageteachingofformalschemaintothelargeframeworkofcommunicativelanguageteaching.Ontheotherhand,SchemaTheorymakesthegrammarteachingadynamicProcess.SchemaTheorymakesthegrammarteachingacyclicprocessunderitsinstructionincludingthreestages:activatingnewschemata-generatingnewschemata-consolidatingthenewschemata(SongLiyong,2011).ThesethreelinksaffectandpromoteeachothertointegrateintotheEnglishgrammarteachingactivities.Activatingoriginalgrammarschemataishelpfultocreatenewones.Simultaneously,thesupplementofthenewschemataexpandtheoriginaloneswhileconsolidatingnewschemataexcitestheoriginals,whichmakesthewholelearningprocessdynamicallygenerated.Inthesecondplace,SchemaTheorycanpromotetheefficiencyofEnglishgrammarteachinginashorttime.Itisalsoabletostimulatelearnerstogeneratenewschemataandsetupaknowledgestructurecontainingallthegrammarrules,whichenablesstudentstodrawinferencesaboutothercasesfromoneinstanceandmakestheaimcometruethatthegrammarservesthelearningoflanguage.FormalSchemaPromotestheAccuracyoftheUseofStudents’Grammar.Precisionisthepremiseofgrammarlearning.FormalSchemaprovidesaccurategrammaticalformsforstudentstogetdowntogrammarlearning,whichenablesthemtoengageinpropercommunicationunderthepreconditionofsuchaccurategrammaticalknowledgesothattheycanhaveagraspofgrammar.Finally,guidedbySchemaTheory,seniorhighthreestudentshavechangedalotfromthefollowingaspects.Foronething,studentscangraspthekeytolearningsomethingnewandreviewingwhattheyhavelearnedinarapidway.Consolidatethelearnedknowledgesoastoinspirethemtothinkmoreabouthowtoconstructaschemawaytohelpgainsomethingnew.Foranotherthing,facilitatelearnerswhoarepoorinEnglishtobuildupconfidencetomoveforward.Insummary,thisthesistriestocombinetheSchemaTheorywiththeteachingpracticeofEnglishgrammarteachinginhighschoolsandtoexploremoreeffectiveEnglishgrammarteachingmethodsinmiddleschools.Thethesishasdiscussedthe-41- 辽宁师范大学硕士学位论文feasibilityofapplyingSchemaTheorytogrammarteachingandputforwardspecificteachingproceduresandmeasures.Therearesomeproblemsandshortcomingsinthispaperandmorefollow-upresearchandexplorationareneeded.Firstofall,therehasnotbeenaforerunnerofEnglishgrammarteachingundertheguidanceofSchemaTheoryinhighschoolsyet.Therefore,theauthoronlycanshowateachingcasetoexplainhowschematheorycanbeputintopracticeinrapidbreakthrough.Becauseofthelimitationoftheauthor’stheoreticallevel,IcannotputtheSchemaTheoryfullyintopracticeingrammarteaching.Second,duetotheinadequateunderstandingoftheSchemaTheory,thediscussionofthespecificmethodsfortheactivationandconstructionofgrammaticaldiagramsisnotenoughanddiverse.Itishopedthatteacherscancontinuouslyinnovateanddevelopmorespecificteachingmethodstohelpstudentssetupamoresystematicandcomprehensivegrammarsystem.Third,trytoquantifytheteachingeffectofthiskindofteachingmodelandprovethevalidityofitbyfacts.-42- 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辽宁师范大学硕士学位论文AppendixAPre-experimentalquestionnaire高中生英语语法学习情况的问卷调查亲爱的同学们，大家好！以下是针对您英语语法学习情况的一次调查，目的在于更好地了解同学们在英语语法学习过程中的需要，并不断改善英语语法教学。以下所有题目的答案没有正误之分，调查结果仅用于研究分析，不会对您有任何影响。您提供信息的真实性对研究工作意义重大，希望您能根据自己的实际情况认真填写。时间为5分钟，谢谢您的合作！填写说明：本次问卷全部为客观选择题，请将您认为最符合的答案填入括号中。1.你觉得英语学习中最困难的部分是什么？A.单词B.语法C.阅读D.写作2.你觉得英语语法学习最大的困难是什么？A.语法数目太多B.语法内容不好理解C.语法的形式变化复杂D.其他困难3.容易忘记新学过的语法吗？A.很容易忘记B.偶尔会忘记C.从来都不会忘记D.其他4.容易忘记早先学过的语法吗？A.很容易忘记B.偶尔会忘记C.从来都不会忘记D.其他4.在没有任务的情况下会主动学习英语语法吗？A.经常B.有时C.从不D.其他5.你平时是怎么记语法的？A.放在具体语境中记忆B.根据老师讲的方法来记C.死记硬背D.其他6.已经学过的语法会经常复习吗？A.经常复习B.偶尔复习C.从不复习D.考试时才复习7.你会将所学过的语法进行汇总吗？A.经常会B.偶尔会C.从来不会D.其他8.在记忆新语法时有没有联想自己以前学过的旧语法项目？A.联系B.有时会联系已学过的单词C.从来没有联系过-45- 辽宁师范大学硕士学位论文9.了解图式理论吗？A.不了解B.了解一点C.非常了解D.比较了解10.你对老师的语法教学有什么建议?-46- 辽宁师范大学硕士学位论文AppendixBPost-experimentalquestionnaire班级__________性别_________亲爱的同学们，你们好，非常感谢你们的配合。这次调查问卷的设计目的是了解你们对于图式理论在英语语法学习中的感受以及自身的英语语法学习发生的变化。请你们仔细回顾本学期的英语语法学习过程，如实回答这份问卷。本问卷没有好坏对错之分，更不会对你们日常的学习生生活带来不利影响。请你们根据实际情况进行作答。在此谢谢你们的合作。祝你们学习愉快！1.通过半学期的学习，你认为图式理论是否真的有利于快速突破英语语法的学习？A.非常有用B.效果一般C.认为没用D.有一点作用2.你认为图式理论与传统的英语语法学习方法，哪种有利于语法的记忆？A.思维导图B.传统学习方式C.两者结合D.哪种都不是3.一个单元的学习结束之后会用图式理论进行语法分析并记忆吗？A.总会这样做B.偶尔会这么做C.从来不会这么做D.有需要时这么做4.在以后的学习过程中，你喜欢用图式理论的方式来学习英语吗？A.喜欢并且实行B.喜欢有时间就实行C.不喜欢5.你喜欢大家一起运用图式理论，交流想法来进行英语语法的学习方式吗？A.喜欢B.不喜欢C.态度中立D.看具体情况6.图式理论大概的学习基本步骤你都掌握了吗？A.完全掌握B.基本掌握C.没有掌握D.掌握一点7.平时英语语法学习过程中是否会有意识的使用图式理论学习策略记忆语法？A.经常会B.偶尔会C.不会D.有需要时会8.图式理论学习完毕之后，会经常进行反思并且添加一些新内容吗？A.经常会B.偶尔会C.不会D.看具体情况9.你倾向于在图式理论基础上，加入别的学习策略来辅助记忆英语语法吗？A.喜欢B.不喜欢C.看情况而定D.有时喜欢10.将图式理论应用到英语语法教学中使你对英语语法的学习兴趣发生了-47- 辽宁师范大学硕士学位论文什么改变？A.提高兴趣B.减少兴趣C.兴趣没变D.看具体情况11.通过使用图式理论学习语法的学习效率有没有提高呢？A.效率更高B.效率变低C.和以前没有变化D.因学习性质而变化12.使用图式理论有没有使自己的语法与语法之间的联想能力得到提高？A.帮助很大B.帮助不大C.没有影响D.有点帮助13.通过使用图式理论，自己在英语语法方面的显著变化是什么？A热爱英语语法学习B.觉得英语语法学习比以前还难C不仅热爱英语语法学习，并且想将这种理论运用到词汇，阅读等方面的学习D学不学无所谓14.你认为老师此次图式理论的英语语法教学是否成功？A.很成功B.不成功C.感受不到D.既成功又不成功15.在以后的学习中，是否会向其他老师或同学推荐尝试运用图式理论来学习？A.会B.不会C.想起来就推荐D.不知道-48- 辽宁师范大学硕士学位论文AppendixCTheinterviewsfortheteacherandStudents教师访谈提纲1.HowdoyouoftenteachEnglish?2.Doyouteachthestudentsmemorymethods?3.HaveyoueverheardofSchemaTheorybefore?4.Haveyoubeenbotheredbyteachinggrammar?5.Doyouwanttotryanewmethodofgrammarteaching?学生访谈提纲1.DoyoulikeSchemaTheoryinEnglishlearning?Isitabletohelpyouwithgrammarruleseffectively?2.DoyouuseSchemaTheoryinlearningprocess?3.HowdoyouapplySchemaTheorytoyourgrammarlearning?4.DoyouwanttocarryonSchemaTheoryinfuturegrammarlearning?5.ForthosestudentswhodonotlikeSchemaTheory:Canyouexplainwhyyoudonotacceptthismeans?6.Doyouhaveanysuggestionsforteachers’Englishteaching?-49- 辽宁师范大学硕士学位论文AppendixDSinglechoiceforpost-test动词时态单选题1.Ifeelsoexcited!AtthistimetomorrowmorningI____toShanghai.A.willbeflyingB.willflyC.havebeenflyingD.haveflown2.Mum,IwaswonderingifyoucanlendmeafewdollarsuntilI____onFriday.A.getpaidB.gotpaidC.havepaidD.hadbeenpaid3.“Lifeislikewalkinginthesnow,”Grannyusedtosay,“becauseeverystep____.”A.hasshownB.isshowingC.showsD.showed4.Ihadbeenworkingonthemathforthewholeafternoonandthenumbers____beforemyeyes.A.swimB.swumC.swamD.hadswum5.–DidyouaskSophiaforhelp?–I____needto–Imanagedperfectlywellonmyown.A.wouldn’tB.don’tC.didn’tD.won’t6.Themanager____theworkershowtoimprovetheprogramsince9am.A.hastoldB.istellingC.hasbeentellingD.willhavetold7.Bythetimeyouhavefinishedthisbook,yourmeal____cold.A.getsB.hasgotC.willgetD.isgetting8.Georgesaidthathewouldcometoschooltoseemethenextday,buthe____.A.wouldn’tB.didn’tC.hasn’tD.hadn’t9.–Haveyouheardaboutthatfireinthemarket?–Yes,fortunatelynoone____.A.hurtB.washurtC.hashurtD.hadbeenhurt10.Ourfriendship____quicklyovertheweeksthatfollowed.A.haddevelopedB.wasdevelopingC.woulddevelopD.developed11.Thelettersfortheboss____onhisdeskbuthedidn’treadthemuntilthreedayslater.A.wereputB.wasputC.putD.hasput12.Thethreeofus____aroundEuropeforaboutamonthlastsummer.A.traveledB.havetraveledC.hadtraveledD.travel13.AfterJackhadsentsomee-mails,he____workingonhisproject.A.hadstartedB.hasstartedC.startedD.starts14.Themanagerwasconcernedtohearthattwoofhistrustworkers____.A.willleaveB.areleaving-50- 辽宁师范大学硕士学位论文C.haveleftD.wereleaving15.Inordertofindthemissingchild,villagers____alltheycanoverthepastfivehours.A.didB.doC.haddoneD.havebeendoing16.Walmart,whichisoneofthelargestAmericansupermarketchains,____someofitsstoresopen24hoursonMondaythroughSaturday.A.keepsB.keepC.havekeptD.hadkept17.Afterschoolwewenttothereading-roomtodosomereading,onlytobetoldthatit____.A.wasdecoratedB.haddecoratedC.hadbeendecoratingD.wasbeingdecorated18.–Whendidthecomputercrash?–Thismorning,whileI____thereadingmaterialsdownloadedfromsomewebsites.A.havesortedB.wassortingC.amsortingD.hadsorted19.Don’tworry.Thehardworkthatyoudonow____laterinlife.A.willberepaidB.wasbeingrepaidC.hasbeenrepaidD.wasrepaid20.Closethedooroffearbehindyou,andyou____thedooroffaithopenbeforeyou.A.sawB.haveseenC.willseeD.areseeing-51- 辽宁师范大学硕士学位论文AppendixEComposition假设你是李华，EnglishMirror报社聘用的校园小记者，你就最近热议的高考改革“高考英语一年多考”的设想在班级做了调查，请根据以下信息给报社投稿介绍班级讨论的结果。赞成观点：83%一次考试不能体现水平；可以降低心理压力；多考会降低失误；反对观点：17%精力集中在多次备考中，增加压力；可能影响其他科备考你的观点……注意：词数120左右；不要逐句翻译，可适当增加内容使行文连贯；开头已给出，不计入总词数；-52- 辽宁师范大学硕士学位论文AcknowledgementsI’mprofoundlygratefultoallthepeoplewhosupplyquantitiesofsupportandencouragementformeduringmywritingprocessofthisthesis.Withouttheirhelp,Iwouldn’taccomplishthisthesis.Firstandforemost,Iwouldliketoexpressmyutmostthankstomysupervisor,Professorforhispatience,guidanceandwisdom.OnlyunderhiscriticalinstructionandspiritualencouragementcanIfulfillthisthesisontime.Furthermore,whatIwanttoexpressismysincerethankstotheteachersandstudentsfromByguardForeignLanguageTrainingCentre,LiaoningProvince.ItistheseniorThreestudents’activeparticipationandcooperationtherethatgivesmeanopportunitytofinishthisresearchsuccessfully.Finally,Iwouldliketoshowmythankstomydearfriendsandfamilymemberswhoalwaysstandbymysideinwheneverfacinganydifficulties.Theirsupportandlovearethemotivationtocarrymeon.-53-