An Empirical Study On The Application Of Schema Theory To English Listening Teaching In Junior High School

The current situation of English listening teaching in junior middleschool of China is not optimistic. There are a lot of problems, especiallyin rural junior middle schools. The purpose of this thesis is to explore theapplication of schema theory and its strategies in junior high schoolEnglish listening teaching. The writer attempts to answer these twoquestions as follow:1. Can the application of schema theory improvestudents’ English listening score?2. Are there differences in the effect thatthe application of schema theory has on high proficiency listeners andlow proficiency listeners in experimental class?Listening is an active process, which is also a skill. Listeningcomprehension is an active process. In the process, what the listenerwants to obtain is an understanding of what the speaker says. Thelisteners need to utilize background knowledge, context clues, anddepend on a great number of effective learning strategies so that they canunderstand the listening material. However, the traditional teachingmodel in China, play recording—listen—check answers—play again,cannot arouse enthusiasm of study as well as works little. In traditionallistening training process, students are only passive recipients, so itcannot enhance students’ listening comprehension. The purpose of thisthesis is to seek an effective way to improve English listening teaching in junior high school.Under the circumstances of current English listening instruction inschools, the previous scholar has put forward an effective model ofEnglish listening teaching which was based on schema theory. There arethree phases in English listening classroom teaching according to themodel: before the listening stage (pre-listening), listen to the stage(while-listening) and after listening stage (post-listening).The writer chooses100students as subjects in Changshun No.1middle school in Guizhou province for a15weeks’ experiment. Before theexperiment, there is a listening test for two classes. In the process of theexperiment,"three-stage" listening model is used strictly in theexperimental class, but traditional methods of listening teaching are stillused in the controlled class. After the experiment, there is a listening testfor two classes. The writer analyzes the statistic by using SPSS21.0statistical software. The results prove the following two questions:1: Theusage of schema theory can improve the students’ listening level in juniorhigh school English teaching.2: There are differences in the effect thatthe application of schema theory has on high proficiency listeners andlow proficiency listeners in experimental class and the score of the highproficiency listeners is much higher than that of the low proficiencylisteners according to the post-test.This thesis discussed English listening teaching model based on schema theory in junior high school. The writer proved "three-stage"listening model based on schema theory can improve the students’listening comprehension. There are some researches in this area. Butthere are fewer empirical researches about English listening teaching forjunior middle school students in rural area. The writer hopes that thisthesis will bring some inspirations for English listening teaching in juniormiddle schools...