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Chapter Three Frame Theory........14
3.1 Frame Theory........14
3.1.1 Meaning of  frame........4
3.1.2 Frame and Perspective ........15
3.1.3 Features of cognitive frames........18
3.1.4 Frame System........18
3.2 How to use Frame Theory in oral English teaching........19
Chapter Four Methodology........24
4.1 Hypothesis and Research Questions ........24
4.2Participants........25
4.3 Equipments ........25
4.4 Procedures........25
4.5 Data Collection and Analysis........31
Chapter Five Results and Discussion........33
5.1 The contents of the full extent of the topic ........33
5.2 Fluency of the statement ........34
5.4 Overall level of oral English.........36

Chapter Five Results and Discussion

As the author mentioned above, this study is to test whether the high-gradestudents' oral accuracy and fluency, as well as the content of the full extent can beimproved or not, when the frame structure and schema theory were applied in theirtopic oral English teaching. To evaluate the performance of the high-grade students inthe topic oral English training, we have to test them from following three aspects:1. The improvement of students‘ oral ability with frame-based English oralteaching, in which understanding the contents of the full extent of the topic should betaken into account.2. The effect of frame-based English oral teaching on students‘ oral fluency.3. The effect of frame-based English oral teaching on students‘ oral accuracy.The first and the second aspects is compared using the results of pre-test and thepost-test between the control class (CC) and experimental class (EC), at the same timethe third aspect would be a comparison between the separately random samplingstudents in CC and EC.

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Conclusion

According to the features of frame theory, many clusters of sub-frames areactivated potentially, which makes speaker have a quicker option of words. Besides,different contents in sub-frames give different perspectives of meaning, and speakercan choose the very word to express his opinion or attitude, resulting in showing certainprominence of meaning which appropriates his desire most. Therefore, speaker‘saccuracy of language describing competence can be improved. By applying frametheory in topical oral English teaching, which establishes different schemata undercertain topics, the teacher uses the previously well-designed frame to direct and guidestudents towards the same frame. As long as the frame in students‘ mind is establishedand is clear on the boundary of the topical frame, it is much easier for language learnersto talk and continue the topic made by teacher. In the class, the language structures andlanguage points they acquire under the frame function as the contents of sub-frames (orframe) to enrich the schemata. During this process, the vocabulary is enlarged, some ofwhich overlap for they have similar meaning. Language learners gradually learn to useeach of them properly under different circumstances according to the different aspect(or the prominence) of each word demonstrates, the achievement of improvingstud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。