Exploring Oral English Teaching Strategies of Chinese Senior High School through Schema Theory

In oral English teaching of Chinese high school, oral discourse production and understanding have not been paid due attention, nor could it meet the required curriculum standard of spoken English. In this study, Schema Theory Survey is adopted to measure oral English skills of 116 senior high school students in mainland China. Furthermore, software SPSS 20.0 is used to analyze the data collected, and the explanation is given to the results. The results of Schema Theory Survey shows that learners always apply schema theory consciously or unconsciously to their English learning, and the construction, regulation, and activation of students’ linguistic schema, text schema, and content schema can promote the students’ oral English level, simultaneously teachers can employ Schema theory to help improve students’ oral English ability by strengthening the preparing work before speaking, and designing spoken activities with strong applicability. Further research is warranted to make more improvement in oral English teaching.