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> 3.3 Functions of Schemata in English Writing Teaching .......... 19 
Chapter Four   Research Design .......... 23 
4.1 Research Subjects .............. 23 
4.2 Research Instruments ........ 24 
4.3 Research Procedure ........... 26 
4.3.1 Preliminary Investigation ............ 26 
4.3.2 Teaching Design ...... 27 
4.3.3 Post-Investigation .............. 36 
4.4 A Sample Teaching Plan in EC .............. 37 
4.5 Summary ....... 40 
Chapter Five   Data Analysis and Discussion ......... 41 
5.1 Analysis of the Results of the Questionnaires ........... 41
5.2 Analysis of the Results of the Tests ....... 53
5.3 Analysis of the Results of the Interview .......... 57 

Chapter Five   Data Analysis and Discussion

5.1 Analysis of the Results of the Questionnaires 

The  author  has  designed  the  questionnaire  by  referring  to  much  previous  relevant research.  16  items  are  involved  in  this  questionnaire  and  every  few  items  are  used  to  figure out a different aspect of senior high school students’ writing learning situation before and after the  experiment.  The  first  four  items  are  conducted  to  investigate  students’  interest  and confidence condition in English writing learning in senior high school. Items from 5 to 7 are all  about  students’  writing  content  schema  situation.  Items  from  8  to  10  mainly  focus  on students’  writing  language  schema  situation.  Items  from  11  to  13  mainly  deal  with  students’ writing  formal  schema  situation.  Items  from  14  to  16  are  mainly  about  students’  learning habits in English writing. The  pre-questionnaire  was  held  on  the  day  before  the  first  monthly  examination, September 25, 2015. The results of the pre-questionnaire are analyzed in the following. 5.1.1.1 Data Analysis on Students’ Interest and Confidence in English Writing Learning Four items are involved in this part to investigate senior students’ interest and confidence condition in English writing learning before the experiment. The four items are as follows: Q1: I think English writing is very important. Q2: I think English writing is easy enough. 

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Conclusion 

In  this  paper,  the  author  applies  the  schema  theory  to  English  writing  teaching  in  senior high school. According to the results of data analysis in Chapter Five, the author will point out the  major  findings,  the  implications  and  limitations  of  this  research  and  put  forward  some suggestions for further studies in this chapter.     In  this  research,  the  author  mainly  conducts  an  experimen本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。