A Study On Schema Theory-based English Listening Mode In Secondary Vocational School

With the globalization of economic and political development, the whole earth has become a global village, English has become one of the most widely used language in today’s society, listening is the most important language for learning. The mode of traditional listening teaching in secondary vocational schools should not be able to meet the comprehensive development of the students. In fact, for traditional listening teaching, the teacher is dominant in the listening material to answer, focusing on vocabulary, grammar and language knowledge, so that the students are fed up with boredom, so the students are not interested in English learning and listening class teaching quality is affected to a great extent. English listening ability is a complex input skills, which play a very important role for the development of the language and the needing consciousness of the students.In recent years, with the continuous deepening and reforming of quality education, as well as the 2009 "secondary vocational school English Syllabus", the traditional teaching methods in English listening is more and more prominent. The mode is that the teacher check the answers according to the standard answer, finally with screen to the students and then listening to the material again and again, in this process, almost all the students have no no opportunities to exchange their views with the teacher and students, just only mechanically listen. Teachers do not take into account whether exercise to the listening ability of students, so that students are tired of hearing; in the usual teaching teachers usually pay much attention to the vocabulary, grammar and language knowledge, while ignoring the importance of background knowledge to students, so the listening teaching efficiency low, the teaching effect is not satisfied, so that to change the traditional teaching mode has become an urgent problem.In this paper, the main research is combined the related to the schema theory and listening process "three stages" teaching mode, by means of changing the traditional teaching mode, which is the teacher is dominant in the listening material to answer, focusing on vocabulary, grammar and language knowledge model variable for teachers to pay attention to training students’ listening skills and attention to background knowledge to students of the importance, the students in listening class interest effectively improve the listening ability of English for secondary vocational school students, let the students grasp the more relevant schemata in listening strategies, so as to improve the teaching effect. In this paper, two methods of literature reading and experimental research were used to study the subjects of a total of two students from 102 classes in a secondary vocational school in Xing’an League, and a school year (32 weeks) was carried out. Two classes adopt different teaching mode, that is, the experimental class uses the teaching mode based on the schema theory, and pay attention to cultivate students’ listening skills, to help students improve their comprehension ability in English listening class. The control class also use the traditional listening teaching model, that is, the teacher explained the new word phrase, focus on grammar knowledge, but not for any reference to the hearing materials associated with the background knowledge or rarely mentioned. The author has collected the effective data information, used the SPSS 19.0 to carry on the average and the independent sample test analysis and the matching analysis. The results show that the teaching model based on schema theory is of great help to improve the students’ listening ability in secondary vocational school. Students can master and use the relevant schema theory and listening strategies in the process of listening comprehension. The significance of Schema Theory in English listening teaching doesn’t take the learners as the passive receivers of information, but emphasizes that teachers should guide students to select information actively according to the situation of teaching, so that students can get new information from the interaction of the old and the new information. Therefore, the experimental class students master the knowledge of the schema theory, they will be in the process of listening test to actively apply more relevant schema listening strategies.