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The Application of Schema Theory into English Listening Teaching in Secondary Vocational Schools

Author: SuRui
Tutor: HuiMin
School: Shandong Normal University
Course: Subject Teaching
Keywords: Schema Theory Background knowledge Listening Comprehension Listening Teaching
CLC: H319.3
Type: Master's thesis
Year: 2008
Downloads: 247
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Abstract

With the deepening of China's education reform, economic development, and an increase in foreign exchange, foreign language proficiency requirements have been increased. English teaching secondary vocational schools are constantly exploring new teaching methods to improve students' English proficiency comprehensive development. Listening, speaking, reading and writing are the four basic language skills. Listening comprehension is one of the four basic language skills, it plays an important role in the daily communication. Although the hearing is often students think is the most difficult one of the four skills, but a hearing is also the most likely to ignore foreign language learners skills. In foreign language teaching, listening comprehension is often considered to be a passive acceptance process. In fact, listening is an active process, which itself is a skill. In the process of listening, the listener wants to obtain is the earlier understanding of the contents of the speaker. To achieve this understanding, the listener to make use of context clues and background knowledge and rely on many learning strategies. Active listener will make use of background knowledge, with a purpose to understand the speaker's meaning. In recent years, the in listening comprehension schema theory, under the guidance of the increasing number of the. In this paper, the research to understand Shandong Light Industry School 2006 two students Listening Schema English listening comprehension. While Listening is very important in foreign language teaching, but it was not until recent years that it was caused by some of the attention of educators. Currently, secondary vocational school students' English listening class, there are still some problems. Mr. Wang Zongyan once said: teach hearing class teacher just put the recording, do not give the slightest prompt coaching students, also is not a rare phenomenon. \After listening to one twice, the teacher on the answers, and then let students repeat a sentence listen. Hearing teaching does not develop students 'listening skills, and more like a test students' hearing. So, the students after three years of English learning students' English ability is not greatly improved, let alone communicate using English in daily life and other people. Solve the above problems, the paper schema theory as a guide to study the impact of background knowledge on listening comprehension. Schema refers to the internal structure of the human brain, one of the world cognition. Schema memory structure, including knowledge of the language, socio-cultural knowledge and other knowledge, including the formation of the neural response mode. The Schema Theory initiator of Bartlett (1932) and later Rumelhart (1980) that the listener's background knowledge plays a key role in his understanding of the new article means that the listener only in the use of previously acquired knowledge when will understand the new text. The listener previously obtained knowledge is the listener's background knowledge. Background knowledge the listener previously learned knowledge, such as knowledge of the language, social knowledge, cultural background, knowledge of life, etc.. In the hearing process, the listener should activate their background knowledge, and use them to understand the new text. Schema There are three types: language schema, content schema and form schema. Listening comprehension \Schema theory from cognitive psychology as the starting point of the schema of the role of listening comprehension mode that the hearing learners should build and to excite the relevant schema to understand the text. Listening comprehension is like building a bridge between the old and new knowledge, the listener want to contact old knowledge to understand new knowledge. Understanding of the hearer new text depends largely on whether or not to activate the relevant background knowledge. Teachers should take a different approach to the students' background knowledge, so that students will use them to predict and explain below, the final understanding of the effect. This thesis consists of four chapters: Chapter recalled hearing teaching and research achievements at home and abroad; schema and listening comprehension achievements at home and abroad as well as listening teaching status quo of China's secondary vocational schools. The second chapter describes the basic content of this study the basic content of the schema theory provides theoretical support its application, as well as listening comprehension. The third chapter describes the experimental objects, tools, steps and methods; data experimental results using the a sociological statistical package (SPSS) for analysis and discussion; Chapter Listening Teaching and recommendations of this experiment. The papers obtained by experiment the following three conclusions: secondary vocational school students lack a schema, thus affecting their listening comprehension. Schema theory is applied to our daily English listening teaching is very effective. The different schemata able affect students 'listening comprehension, that is a different language schema, content schema and form schema can affect students' listening comprehension.

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