A Study On Application Of Schema Theory To English Listening Teaching In Junior Middle School

With the rapid development of the global economy,cultural exchanges between countries in the world are becoming more and more frequent.Therefore,English has been more and more popular,and talents proficient in English are in demand in our life.Therefore,English teaching has become very significant.According to English Curriculum Standards for Compulsory Education(2011),students must have basic English integration skills.They are listening,speaking,reading and writing.And listening is widely regarded as a basic language skill among them.However,the traditional way of listening teaching for lower grades mainly focuses on vocabulary and grammar.Most students adopt the listening-doing-listening mode,which is very boring for them.This situation causes students’ anxiety about listening comprehension and their lack of interests of learning English.And ultimately it also leads to a bad influence on listening performance of students.In view of the existing situation of junior middle school English listening teaching,this thesis suggests that the schema theory should be applied to English listening teaching in junior middle schools.So this thesis aims to study two questions:(1)What effect does schema theory-based teaching mode have on students’ interests of learning English listening in junior middle school?(2)What effect does schema theory have on students’ abilities and performance in English listening test?In order to explore the possibility of applying schema theory in English listening teaching,and test whether the way of English listening teaching which based on the schema theory can affect the interest and level of students,the author carried out a four-month teaching experiment in Guiyang Jinzhu Nationality Middle School.108 students from two parallel classes in grade one participated in the teaching experiment.The grade 1 class 2 with 54 students was randomly selected as the experimental class,while grade 1 class 4 was randomly selected as the controlled class.The author tested two classes before the experiment at the same time.When the experiment finished,the author also tested two classes and gathered the data to confirm that the schema theory in junior middle school English listening teaching can improve the listening learning interest and the performance of students.The results show that when teachers use listening strategies under the framework of schema theory,students’ interest in English listening class and their ability to complete listening tests are improved.