Research Of College English Listening Teaching Based On Schema Theory And Scaffolding Theory

The New Curriculum Requirements, issued by C hinese Education Department in 2007, gave every effort to accentuate the cultivation of college students’ comprehensive capab ilities, especially the skills of English listening and speaking, which endowed listening-speaking teaching with great significance. English teachers in college have gradually realized the importance of developing listening skills, but most of them still clung to the traditional teaching methods, which plunged students into a sea of tedious exercises,as playing tapes firstly, then checking students‘ answers and finally explaining difficulty words and phrases in repeated circles; this model usually created a dull atmosphere in the classroom which frustrated students and killed their interests. These should owe to the traditional model of listening teaching, which paid too much attention to students‘ test scores rather than developing students‘ listening ability, tedious exercises and tests killed their studying hearts. Doubtlessly, the effect of class teaching is far from satisfaction. Hence, it‘s crucial and pressing to explore a new model in order to optimize the listening classes and improve students’ listening ability.This thesis at first summarily reviewed the research achievements of listening teaching done by scholars abroad and domestic, especially the relevant researches concerned schema theory and scaffolding theory. Then combining with the analysis of individual listening process, a contrastive experiment was carried out to verify the effectiveness of schema theory and scaffolding theory applied in listening teaching by tracking the results. It was implemented by three steps: firstly to pick up at random eighty-eight freshmen who major in Education at Primary School, Jingdezhen College as subjects, the experiment period is twelve weeks. Secondly, to divide the subjects into two groups, nearly half of the subjects(43 persons) were in a class taught under a new model based on schema theory and scaffolding theory, by which the teacher in the class tried to apply different teaching scaffoldings like metacognitive scaffolding, conceptual scaffolding, strategic scaffolding and procedural scaffolding, aiming at cultivating students‘ abilities in independent study and cooperative learning, and according to launching various activities, guided students to activate and build the relevant schema, namely the background knowledge, in order to aid their information processing and remove the obstacles in listening comprehension; while the other subjects still extrapolated traditional teaching mode l. Thirdly, to gather together questionnaire survey, interview and listening ability test to collect information and data, and then to conduct a scientific analysis under SPSS(social and scientific statistic software package), thus the experiment result came out.The result proved that compared with traditional teaching model, the new teaching model based on schema theory and scaffolding theory can completely mobilize and arouse students‘ enthusiasm and interest in listening learning, and it is obviously more effective in improving their listening ability, which is reasonable explanation to the introduction of schema theory and scaffolding theory into listening teaching, and will be a significant guidance to college English listening teaching.