Study Of The Effect On Listening Teaching On Non-English Majored College Students' English Listening Comprehension And Learning Interest Under The Guidance Of Schema Theory

English learning includes developing learners' abilities of listening,speaking,reading and writing.With the deepening of international communication and the strict requirement on the communicative ability in English,the learners' listening and speaking abilities are attached importance gradually.The New College English Guide states that college teaching should pay more attention to students' reading and speaking abilities so as to make them adapt to the changing international environment.Besides,for non-English majored students,listening comprehension,as a part of College English Test Band 4 and 6,accounting for 35%in each,which is equal to the percentage of reading comprehension.All these show that the improvement of English listening comprehension is necessary and crucial under such globalized environment.However,compared with other abilities in English,listening comprehension is the poorest part for college students in China.The main reasons include:firstly,students themselves pay more attention to the improvement and acquirement of some basic linguistic knowledge such as vocabulary and grammar rather than listening and speaking;secondly,English listening teachers lack of proper teaching approaches in listening class.The traditional listening teaching mainly choose to apply the three-step teaching method,namely,teacher plays the video tape---students listen to it and do exercises---teacher check up the right answers.Actually,such teaching may cause students feel tired of English listening and lose interest in learning English.In addition,many studies,no matter in practical or theoretical,mainly focus on quantitative research but ignore the verification of the former quantitative research results.With regard to the current vulnerable situation of college English listening,this thesis tries to introduce schema theory into college English listening class to make up the gap of previous studies in this field by paying attention to schema-based import before listening aind schema-based review after listening,and thus to testify the possible effect of schema theory on college students' English listening comprehension and their English learning interest,hoping to make some contribution on future teaching and research in this field.The research subjects in this thesis are all chosen from the grade one students in one University in Shaanxi,among which,all the 40 students in the experimental class major in physics and 43 of those in the control class major in computer science.The whole experiment lasted for one academic semester of 17 weeks,during which,the author applied teaching approach under the guidance of schema theory in the experimental class,while in the control class the author still used the traditional three-step teaching method.After the experiment,the author interviewed 18 students in high,middle and low levels from the experimental class according to their mean scores of the post test to get their opinions and suggestions toward this teaching method.Triangulation is utilized in this thesis to investigate the research questions.The quantitative research encompasses tests and scales,which were used to test students'listening ability and learning interest level before and after the experiment,and the qualitative research involves interview,which was to draw some opinions and suggestions from students in the experimental class,and hoping to get some useful and meaningful information.After the collection of data,the author used independent sample t-test to examine significant differences with SPSS 19.0,while NVivo 10 to further testify the qualitative data through an semi-structured interview subsequently.The following are some research findings in this thesis:1.Schema-theory-based teaching has helped improve students' English listening comprehension,and according to the results,students in middle level make the greatest progress.And according to the quantitative research results,there is significant difference(p<0.05)between the control class and the experimental class.Besides,schema-theory-based teaching can re-attract college students' English learning interest in certain level.The numerical value about this variable show significant difference as well.2.According to the interview,students resulted their improvement to the activities in schema-based import phrase before listening and the schema-based review part after listening,which made them have a better understanding of the listening materials and keep active during the whole class.What's more,students in the experimental class mainly reported their improvement in learning interest as the result of the activities designed during the stages of import and review,they thought that these activities could stir their desire in learning and stimulate their learning interest in English.3.Regarding to the problems on gossiping and time allocation during listening,the interviewed students also gave some practical suggestions,such as avoiding repeated answers,adding teacher's intervention,and showing their answers in turn etc.