The Application of Schema Theory in the Prelistening Activities of IELTS Listening Tests.docVIP

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The Application of Schema Theory in the Prelistening Activities of IELTS Listening Tests.doc

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The Application of Schema Theory in the Prelistening Activities of IELTS Listening Tests 　　【Abstract】According to schema theory， the knowledge is stored in human brain by these units， and such units are the Schemata. Teachers can design prelistening tasks to build or activate the learners’ schemata in the IELTS listening teaching. 　　【Key Words】IELTS listening， Schemata， activate， application 　　In recent years， more and more college students are planning to further their study abroad， and since IELTS is recognized by more than 7，000 institutions in over 135 countries， students have an increasing demand for taking this test. Listening accounts for one fourth of IELTS total score， the same as reading， writing and speaking does respectively. Second language listening is a complex process， but yet a stratigic activity. Therefore， it poses a challenge for our college English teachers how to effectively help students get a high score in IELTS Listening tests. 　　Schema is a psychological concept which was first put out by Bartlett， a British psychologist. In the 1970s， an artificial intelligence expert named Rumelhart did a lot of research， established and developed the theory. Stored knowledge and its structure play a key role in people’s cognitive activities. According to schema theory， the knowledge is stored in human brain by these units， and such units are the Schemata. Schema theory describes the process by which learners combine their own background knowledge with the information in a listening passage to comprehend that passage. This is an important concept in IELTS listening teaching. We can design prelistening tasks to build or activate the learners’ schemata. 　　There are about 8 types of questions in IELTS listening part， and if students want to understand the listening material， they are supposed to master not only some fundamental knowledge about phonetics， grammar， and adequate vocabulary， but also some schematic knowledge， that is background knowledg