A Study On Schema Theory-based English Listening Teaching Model In Senior High School

“Listening” is the initial perceptive process in language learning, and it is also thepremise and basis of “speaking, reading, and writing”. The points of listening part in NationalMatriculation English Test is30, being20%of the total score. Therefore, improving theability of listening is of great significance to senior high school students. However, influencedby the traditional language teaching model, listening class is not in essential state, or studentsjust listen to the sound recording, check the answers, and re-listen. Teachers rarely provide therelated background knowledge of listening materials or give explanation. From a long-termpoint of view, not only will this training model not make the students listening level improvedremarkably, but also it may make the students feel frustrated in psychology. In fact, listeningcomprehension is an active process. Students, who want to understand what the speakers said,must make use of the related contextual background knowledge, and try to get it. Therefore,in order to get much better results of listening teaching and thus improving students’ listeningcomprehension, we must develop a much effective model of listening teaching, and givestudents proper guidance of listening skills. In recent years, studies on listening teachingtheory indicate that schema activation is conducive to the improvement of listening ability,which contributes to listening teaching.In view of the above problems, this thesis discusses whether English listening teachingmodel based on schema theory has an active effect on students’ listening comprehension insenior high school, and tries to help improve the traditional English listening teaching modelof the existing high school class. The research is to investigate the effect of schematheory-based listening teaching model in high schools, to make further effort of applyingschema theory-used listening strategies better in listening tests. In this thesis, the authorconducted an experiment in two classes (105students) of a senior high school duringtwelve weeks. The experimental class adopted schema theory-based teaching model. That isto say, teachers offer relevant language and background knowledge and help them eventuallyconstruct a new schema. In the meantime, traditional listening teaching mode is still usedin the control class. The teacher focuses on explaining the usage of new words and other linguistic or grammatical points in the listening materials, but won’t provide any relatedbackground knowledge of listening materials or give explanation. The research tool has twokinds, one kind is test papers, and the other one is questionnaire. Before and after theexperiment, the data of English listening test and questionnaire are collected and analyzed,using SPSS18.0for the mean and the independent samples T-test.The results showed that, after a period of listening training based on schema, students canmaster the schema theory skills. What’s more, compared with the traditional listeningteaching model, schema theory-based teaching model in English listening can dramaticallyimprove students’ English listening ability.