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大学英语写作教学中图式理论应用的实证研究.docx

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大学英语写作教学中图式理论应用的实证研究 Abstract AsthefieldofteachingEnglishasasecondlanguage(TESL)continuestogrowandevolve,therehasbeenanincreasingfocusontheapplicationofschematheoryintheinstructionofwritingskills.ThisempiricalresearchaimstoinvestigatetheeffectivenessofusingschematheoryasateachingapproachincollegeEnglishwritingcourses.Thestudyinvolvedagroupof50undergraduatestudentsenrolledinauniversityEnglishwritingclass.Thestudentsweredividedintotwogroups:anexperimentalgroupthatreceivedinstructionbasedonschematheory,andacontrolgroupthatreceivedtraditionalinstruction.Theresultsshowedthatthestudentsintheexperimentalgroupdemonstratedhigherimprovementintheirwritingskillscomparedtothecontrolgroup.Thesefindingssuggestthattheuseofschematheorycanbebeneficialinimprovingstudents’writingabilities. 1.Introduction 1.1Background TheabilitytowriteeffectivelyinEnglishisacrucialskillforcollegestudents,particularlynon-nativeEnglishspeakers.However,manystudentsstrugglewithorganizingtheirideasandexpressingthemclearly.Onetheoreticalframeworkthathasgainedattentioninrecentyearsisschematheory,whichsuggeststhatlearnersusepre-existingknowledgestructures,orschemas,tounderstandandinterpretnewinformation.Applyingschematheoryinwritinginstructionhasthepotentialtohelpstudentsorganizetheirthoughtsandimprovethecoherenceandcohesionoftheiressays. 1.2ResearchQuestions Thisempiricalresearchaimstoanswerthefollowingresearchquestions: 1.Isthereasignificantdifferenceinthewritingachievementofstudentswhoreceiveinstructionbasedonschematheorycomparedtothosewhoreceivetraditionalinstruction? 2.Howdostudentsperceivetheuseofschematheoryinwritinginstruction? 2.Methodology 2.1Participants Theparticipantsofthisstudywere50undergraduatestudentsenrolledinauniversityEnglishwritingcourse.Thestudentswererandomlyassignedtooneoftwogroups:anexperimentalgroup(n=25)andacontrolgroup(n=25). 2.2ExperimentalDesign Theexperimentalgroupreceivedinstructionbasedonschematheoryduringthewritingcourse.Theinstructorintroducedtheconceptofschematheoryandprovid