The Empirical Study Of Cultural Schema Theory In Senior High School English Listening Teaching

In 2003,the New Curriculum Standards for Senior English proposed to cultivate students' comprehensive language knowledge and comprehensive language using ability.The basic language skills of English,including listening,speaking,reading and writing,among the four the most important and difficult one is the listening skill.However,in the current high school English Teaching,the students' listening ability is relatively weaker than reading and writing ability.Therefore,cultivating students' listening comprehension ability is an important part of English Teaching in senior high schools in China.This paper attempts to explore how high school English teachers can effectively use the cultural schema theory to improve the students' listening ability in the English listening class.Based on the analysis of the current situation of English Listening Teaching in senior high schools and the main factors that affect listening comprehension,the author finds that the cultural background knowledge(cultural schema)is an important factor that affects students' listening comprehension.There are researches on the relationship between listening comprehension and cultural schema at home and abroad,but most of them focused on the theoretical level,there are a few empirical studies,and the object of the research mainly focused on college and higher vocational college students.So this paper selects fresh students of high school students from Chongqing Wanzhou Qingquan middle school as research object for the empirical study of listening teaching based on cultural schema theory.The experimental class strengthens the cultural schema in listening teaching,while the comparative class adopts the traditional teaching mode.The teaching experiment lasts for eight weeks.The research methods are test and questionnaire.To reflect a more accurate relationship between the cultural schema and the English listening,the author analyzes scores about cultural schema separately at the pre-test and post-test.At the same time,the author chooses listening confidence as another evaluation index.The questionnaire before and after the experiment aim to record the change of students' listening confidence.The experimental results show that the cultural schema(cultural background knowledge)has a positive effect on senior high school students' English listening comprehension ability and listening confidence.The author hopes that more and more English teachers and learners will be aware of the importance of cultural schema(cultural background knowledge)in listening comprehension,and thus they can teach and learn English listening more effectively.The main achievements can also provide some useful suggestions for further research on listening teaching.