Application Of Schema Theory To English Listening Teaching In Junior High Schools

At present, English is one of the widely used languages in the world. It is more and more important to learn English. However, there exist some problems in the English teaching in the Junior High School. The listening teaching is not satisfying. Some teachers apply the traditional teaching mode. Teachers play recorders, students listen to the radios and then they check answers together. This kind of teaching is far from developing students’listening competence.In view of the problems mentioned above, this paper chooses the schema theory as the guidance to the listening teaching, studies the effects brought by background knowledge and develops a more efficient English listening mode through the systematic instructional design and the practice of English listening teaching, that is the Schema Theory—based Teaching Mode of English Listening.The experiment has been carried out in two classes. One class with56students is the experimental class, and the other class is the controlled class with56students too. The teacher adopts the Schema Theory in the listening teaching in the experimental class, while the teacher uses the traditional teaching methods to teach in the controlled class. The instruments used in the study are the scores of the participants in the Listening Test for their two final examinations and two sets of questionnaires. The data collected contributes to the proofs for quantitative analysis. Through analysis and comparison between the pre-test and post-test, the paper studies the changes in the following facts:the changes of students’English scores, the changes of students’ listening scores the students’interests in English learning, the students’confidence and so on.After the20-week experiment in the experimental class, it is reasonable to draw the conclusion that the Schema Theory has the important and positive effects on the junior high school students’ English listening. The Schema Theory is an effective way to improve the junior high school students’listening comprehension.