The Influence Of Topic Familiarity、Question Type And Text Type In Foreign Students’ Listening Comprehension

Research on domestic listening teaching about the important function of Schema Theory has reached a consensus,and it has become a hot topic in the field of second language acquisition.When we look at the domestic research methods,we find that the majority chooses either experimental research unilateral or chooses questionnaire and literature review only.Seldom are the two ways combined to study the impact of Schema Theory on listening comprehension.Hence,the aim of this thesis is to explore the impacts of topic familiarity(text type and question type)in Chinese Listening Comprehension by means of using both listening tests and questionnaires to explain the influence of the Schema Theory in Chinese Listening Comprehension.The results of the current study indicate that both topic familiarity,text type and question type,have significant impacts on listening comprehension.Among which,the question type is the most significant,followed by the topic familiarity,and finally the text type.Moreover,the interaction between the question type and the text type is the most significant.The interaction between the question type and topic familiarity are significant as well as is the interaction among the question type,text type,and topic familiarity.Reviewing the specific statistical analysis,we found that overseas students have a better understanding of narrative texts than expository and argumentative texts.They also have a better understanding of local questions than they do global questions,as well as a better understanding of familiar texts than unfamiliar ones.Interviews among the students shows that familiar and narrative texts have a significant influence on listening comprehension.In this paper,we propose a few questions:Does topic familiarity have any influence on foreigner students’ listening comprehension(LC)?Under the condition of controlling language proficiency;new words number and text type,do the more familiar have greater impact on the experimental subjects?Does the text type have any influence on the students LC?If the answer is yes,what kind of text do the students prefer?Do different question types have any influence on students’ LC?If so,what is the specific influence?Is there any interaction between the three variables:text type,question type and topic familiarity?Based on the results of the current study,some pedagogical implications and methods are presented in Chinese Listening Teaching.Before beginning,Chinese listening classes,should sufficiently emphasize the construction of background and summarize the listening materials after listening activities in order to improve the listening skills of foreign students.