Activation Of Schematic Knowledge And English Listening Teaching In Junior Middle School

As a basic language skill, listening comprehension has been attached more and more importance. But learners usually try hard to improve their English in the aspects of pronunciation, vocabulary, and grammar, and ignore closely related schematic knowledge, that is, the accumulation of schemata. What's more, English listening teaching in middle schools in China and its theoretical research are at the starting stage, and the traditional teaching mode is not effective enough to arouse the learners' enthusiasm and interest. It is unable to meet the English Course Standard for Compulsory Education in Common Middle Schools (experimental draft). This paper, from the perspective of cognitive psychonology, discusses the application of schemata theory in listening comprehension courses to improve English listening teaching in middle schools.The thesis reviews the research development in recent decades of the theory of listening comprehension. It gives a detailed analysis of two types of relevant knowledge, three mode theories and important factors that affect listening comprehension. Then it gives a brief introduction to "Schemata Theory" and discusses its significance and application to English listening teaching, indicates the role and effect of the learners' existing schematic knowledge in the listening process. And the author makes more efforts to explore how the creating and evoking schematic knowledge has an effect on improvement of listening comprehension. The thesis presents data to prove that the Schemata Theory is significant in guiding English teaching in middle schools.