Studies On The Application Of Schema-Task-Based Method In Senior High School English Listening Teaching

Through the research on listening teaching,the conventional teaching methods produce very little effect in the aspect of improving the students’ English listening grade and proficiency in senior high school.In the situation of listening test occupying a larger proportion in the college entrance examination,it is imperative to explore teaching methods that can effectively improve students’ listening initiative and listening proficiency.Based on these problems and previous studies on listening teaching approaches,the author found that task-based teaching method can contribute greatly to the students’ learning initiative.However,the effectiveness of listening is closely related to the design of task.Research on listening teaching also shows a trend of gradual integration of schema theory,and the activation and application of schema can promote the designing and fulfilling of tasks,and better achieve the listening goal.The validity of application of the task-based teaching model based on schema theory in Japanese reading teaching has been verified.Whether this teaching model can be effectively used in listening teaching has become a question that the author attempts to explore.Therefore,the author tries to put the schema theory and the task-based teaching method in combination and help the students improve their interest in listening learning and listening quality by putting the schema-task-based method into practice in senior high school listening teaching.For the sake of exploring the effectiveness of schema-task-based method,the author chooses the 80 students in two comparable classes from the first grade of Santai Middle School in Sichuan Province to carry out experiments,and a control class(CC)and an experimental class(EC)are set up for research experiments.The former adopts the conventional listening teaching method,and the latter adopts the schema-task-based method for one semester of teaching experiment.Then the author design two research questions for the study:(1)How to design the listening task based on the schema theory?(2)What effectiveness is produced by schema-task-based method in improving students’ listening proficiency? Use the interview and pre-test and post-test methods,and analyze the collected data to prove its effectiveness.Random interviews were conducted on the two classes before the teaching experiment and the experimental class after the teaching experiment.The same two sets of listening test questions were selected as the test content for the pre-test and post-test of the two classes.The results of random interviews,pre-test and post-test and data analysis show that comparing the general teaching method,schema-task-based method enhance the students’ awareness of using the schema in the listening comprehension process and improve the students’ listening proficiency and the storage of three types of schema.In addition,the analysis of pedagogic practice provides teachers with ideas and directions when designing listening tasks based on schema,and facilitate the better application of schema-task-based method into English listening class,and more effectively improve students’ listening quality and skills.