A Study Of ListeningTeaching Based-on Schema Theory In NSEFC

Listening comprehension, as one of the four language skills, plays an important role in communication. Listening as an essential language input provides a basis for the other three skills (reading, writing and speaking) in the second language acquisition. Based on schema theory in cognitive psychology, the present study examines the nature of listening comprehension and points out that listening comprehension is an interactive model of both top-down and bottom-up processes. The thesis explores the relationship between schema and listening comprehension, probing into the effective pedagogical implication methods for the NSEFC listening teaching in order to improve listening comprehension and listening teaching effect. Consequently, an experiment is carried out in the study and some data are collected through pre-experiment, post-experiment, pre-test and post-test. Insights gained through questionnaire surveys and interviews reveal that students usually lack background knowledge, which affects their understanding of listening materials. But their performance can be significantly improved with increasing interest, self-confidence and improved listening skills after being trained with the new listening teaching model in the framework of the Schema Theory.The outcome of our teaching experiment argues that it is essential for high school teachers to help students build background knowledge and develop their ability of prediction to activate appropriate schema once existing in students’mind, establishing new models of listening lessons. As for the limitations of present study, there is much work to do in the future to make further research on the application of schema theory to English listening comprehension.