A Study Of The Application Of Schema Theory In High School Students’ Listening Comprehension Teaching

Listening is widely considered as the basic skill of the four main skills inlanguage learning, which are listening, speaking, reading, writing. And,listening teaching is also the basis of language teaching. The improvement oflistening comprehension ability can also help to enhance peoples’ wholecapability to deal with language problems. What’s more, as a main componentpart of English which is the compulsive subject of the college entranceexamination, listening plays an important role in English learning. Therefore,the listening comprehension should be paid enough attention to by bothteachers and students.Due to kinds of factors, the current outcome of listening teaching is notvery satisfactory, and listening comprehension is still the weak point of thehigh school students. In order to find a more effective listening teachingmethodology, the author tried to conduct a three-month teaching experimentto testify if the application of schema theory in listening teaching has apositive effect on students’ listening ability. During the three months, thecontrol class was taught listening based on the traditional methodology, andthe experimental class based on the schema theory. After the experiment,through the analysis of research data which collected from the questionnaireand the scores of pretests and posttests of control and experimental class, thehypotheses which the author put forward have been confirmed:(1) After theapplication of the schema theory in listening teaching, the scores ofexperimental class would have certain improvement.(2) Students who gettrained based on the schema theory would get higher and more satisfactoryscores than the ones who accept the traditional listening training in thepost-test.From the experiment, we can get that the application of schema theory inlistening teaching is feasible, and this methodology can be used for thereference of high schools’listening teaching in certain degree.