A Study Of Dubbing On High School Students' Listening Teaching

Listening,a kind of language skill used most frequently in daily life,plays an important role in language learning.However,there are many problems in listening teaching currently,such as the lack of interest,fixed teaching methods.Thus,it is especially necessary to improve students' listening comprehension by means of dubbing from several key aspects,namely linguistic schema,content schema and formal schema.Dubbing practice,a dynamic teaching model,includes not only the input of language---listening but also the output of language---pronunciation imitating.In this process,students can master vocabulary,pronunciation skills,background knowledge and text structure.The knowledge mastered by students in this procedure is important factors for students to improve their listening comprehension.What's more,the cultural background explained by teachers is also an important factor to improve students'listening comprehension.Based on the Schema Theory and its research findings,this study explores the methods of enlarging students'schema by dubbing and applying the existing schema in their minds to promote listening comprehension through empirical study.This study tries to answer the following three questions:1.How does dubbing improve high school students' interest in learning English?2.How can dubbing improve high school students' understanding of schema?3.How does dubbing influence the development of high school students' listening comprehension ability based on the Schema Theory?The research lasts for twelve weeks and 90 students participates in this study.They come from two classes in grade one of Xi'an Tieyi Binhe School in which the author stays.The two classes do not have significant differences according to the data of pre-test.Thus,one class has been set as the control class,while the other class has been set as the experimental class,randomly.As for teaching method,the experimental class takes dubbing training which is different from the traditional method used by the control class.Based on the analysis of the listening comprehension questions in the College Entrance Examinations between 2012 and 2016,this study selects some dubbing clips which are similar to the scene of listening questions to help students expand the schema in dynamic dubbing training.Before the dubbing,the teacher explains the background knowledge of the material.In the process of dubbing,students learn the vocabulary related to the topic,pronunciation skills as well as structure of texts.After the dubbing,students consolidate new knowledge through exercises and conclude new knowledge to the existing schema in their minds.The results of the study are as follows:1.Compared with the teaching method used in CC(the control class),dubbing provides positive effect on students' interest in learning English in EC(the experimental class).2.The data from the questionnaire show that the students in EC can enlarge their understanding towards schema from vocabulary,pronunciation,background knowledge,text structure and other key aspects.3.Linguistic schema,content schema and formal schema in students' minds can help students understand the listening material before listening,while listening and after listening and improve their listening comprehension ability.The results of this study expect to have enlightenment towards students' listening comprehension.