This paper deals with the importance of constructing new concept of English writing instruction owing tothe need of reforming English teaching. The paper also points out that instructors should transform their idea,enlighten the students on creative thinking, carry out the training of creative thinking and cultivate creativeawareness so as to raise the English writing level of the students.
This paper tries to illustrate the pragmatic sense of schema theory in English teaching from the perspective of cognitive psychology. The process of knowledge acquisition is an assimilative process, in which the logic sense of the material in the form of words or any other symbolic representation interact with the notions in students' cognitive structure and hence produce individual psychological sense. This paper also observes teaching of English reading from the following six dimensions of the three perspectives of micro-proposition, synthetic-proposition and macro-proposition:1.degree of similarity of basic category words; 2. ambiguity of words and sentences; 3. ambiguity of the 'signifying' and the 'signified'; 4. the distance between the 'signifying' and the 'signified'; 5. the regressive search of cognition; 6. the unification of the 'part' and the 'whole'. The paper probes into the factors that influence students' cognitive process and the practice of schema theory in teaching.
