Schema Activation in Continuation Tasks Based on Schema Theory

Xialing Li

doi:10.63313/LLCS.9154

Authors

Xialing Li China West Normal University, Nanchong 637000, China Author

DOI:

https://doi.org/10.63313/LLCS.9154

Keywords:

Continuation tasks, Schema theory, Schema activation

Abstract

With the deepening of education reform, the new composition type of "continuation task” has gradually appeared the college entrance examination papers in various regions. In 2016, the reading and writing task appeared for the first time in Zhejiang English college entrance examination. Compared with the conventional writing mode, the continuation task has higher requirements for students and is more in line with the requirements of the new English curriculum. Faced with this new challenge, some teachers still teach according to the type of traditional composition mode, which is obviously not feasible. The teaching of continuation task under the guidance of schema theory aims to analyze and correct students' content deviation, language confusion and cultural conflict in continuation, so as to truly improve students' ability of continuation. This paper will explore how to optimize senior high school students' abilities to continue writing after reading through schema theory, especially activating different types of schemata at different stages, in order to improve the quality of writing.

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