| Listening is a kind of skill and also the most basic form of language communication. With the reform of the College English Curriculum during these years, listening teaching increasingly deserves such great recognition of researchers and English teachers. For most students, listening is still a weak point in English learning, and it is easy to observe that listeners pay excessive attention to practicing and improving phonetics, grammar and vocabulary, and neglect background knowledge, i.e., schema theory closely-related to listening. Besides, listening class still focuses on the dull mode, which is not applicable to the new English Course Requirements for Non-English Majors.As far as the author knows, scholars at home and abroad have applied it to reading, vocabulary, writing and listening, but few empirical studies are carried out in English listening teaching in Independent Colleges. Based on the achievements in the research of forefathers, this paper tries to apply schema theory to college English listening teaching in Independent College, and tries to discuss the following two questions:(1)Is it flexible to apply the theory to college English teaching practice? (2) If yes, then how to apply it to college English listening classroom teaching?This research is targeted at the students from Furong College in Grade 09, Hunan University of Arts and Science. In each class there are 35 students respectively. After two tests and two questionnaires, and through a semester's teaching practice, the author drew the conclusion that varied schemata (linguistic schema, content schema and formal schema) are designed in the form of flexible activities and used in listening teaching, which is advantageous for students to activate their learning, overcomes anxiety and builds up confidence. And students have improved a lot from it. Therefore, the study proved the effectiveness of English listening under the guidance of schema.The whole thesis consists of four parts:Chapter One gives an introduction about the background, aims and significance.Chapter Two focuses on the relative theories, the requirement of the new English Course Requirements for Non-English Majors and relative studies at home and abroad.Chapter Three is the experiment, which elaborates on the process and case demonstration of schema-oriented experiment in classroom teaching. And then the author analyzed the data of the experiment. From this research we can find that the application of schema theory to listening classroom teaching of Independent College can improve students'overall level of listening effectively.Chapter Four is a conclusion of the paper which covers some pedagogical implications of the experimental results, and it also points out some problems and makes a prospect to the further research in the future.All in all, this research has changed the traditional method of listening teaching, and it can activate students'participation actively. It is fairly effective in listening teaching. This research has pointed a new model for ordinary colleges, especially those independent colleges and it deserves popularization. |
