图式理论运用于初中英语听力教学的实证研究.doc

List of Tables Table3-1 Descriptive Statistics of the two classes in pre-test Table4-1 Descriptive Statistics of the two classes in post-test Table 4-2 Independent Samples Test of the pre-test and post-test Table 4-3 Descriptive Statistics of the two groups in pre-test Table 4-4 Descriptive Statistics of the two groups in post-test 万方数据 ABSTRACT The current situation of English listening teaching in junior middle school of China is not optimistic. There are a lot of problems, especially in rural junior middle schools. The purpose of this thesis is to explore the application of schema theory and its strategies in junior high school English listening teaching. The writer attempts to answer these two questions as follow: 1. Can the application of schema theory improve students English listening score? 2. Are there differences in the effect that the application of schema theory has on high proficiency listeners and low proficiency listeners in experimental class? Listening is an active process, which is also a skill. Listening comprehension is an active process. In the process, what the listener wants to obtain is an understanding of what the speaker says. The listeners need to utilize background knowledge, context clues, and depend on a great number of effective learning strategies so that they can understand the listening material. However, the traditional teaching model in China, play recording—listen—check answers—play again, cannot arouse enthusiasm of study as well as works little. In traditional listening training process, students are only passive recipients, so it cannot enhance students’ listening comprehension. The purpose of this thesis is to seek an effective way to improve English listening teaching in I 万方数据 junior high school. Under the circumstances of current English listening instruction in schools, the previous scholar has put forward an effective model of English listening teaching which was based on schema theory. There are three phases in English