本科毕业设计图示理论与英语听力教学文档格式.docx

本科毕业设计图示理论与英语听力教学文档格式.docx

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KeyWords:

schematheory;

teachingofEnglishlistening;

effects;

experimentalresearch;

teachingmodel

中文摘要

鉴于听者对所听材料的理解是其语言知识和图式知识相互作用的结果，图式理论如今被广泛应用于第二语言教学研究中。

本文试图从图式理论及其对英语听力教学的影响，图式理论支持的听力教学策略等方面来探讨图式理论对英语听力教学的启示。

笔者通过进行对比实验以及分析实验数据，得出以下结论：

以图式理论为基础的英语听力教学模式比传统的英语听力教学模式更能有效地提高学生听力理解能力；

教授听力材料的背景知识对提高听力水平影响颇深。

基于这些结论笔者对提高现有英语听力教学给出了相应建议，希望能够使得教育者与学习者有意识地利用图式理论来改变传统的教学模式，最终将在图式理论指导下的学习策略和方法运用于实际教学中。

关键词：

图式理论；

英语听力教学；

影响；

实验研究；

教学模式

ChapterOneIntroduction

1.1Introduction

Listeningisoneofthecriticallanguageskillsthataremostlyusedinourdailylife.Studentsandteachershavebecomemoreawareofhoweffectivelisteningfunctionsinsecondlanguageacquisition.However,thecurrentteachingofEnglishlisteninginChinaisnotsatisfying,sinceitisregardedasastaticprocessandcharacterizedbygrammar–centeredness,whichtoagreatextenthasinhibitedthedevelopmentofstudents’listeningability.Itisverynecessarytoreformtheinefficientteachingmodelandtoexploreusefullisteninginstructions.Afterlong-termstudies,linguistshavefoundthatlisteningisaninteractiveprocessinwhichthelistenercouldcombinethenewinformationwithhispreviousknowledgeandexperience,inordertoreachafullcomprehension（LiuYumeietXiaoSu,2007）.Therefore,studiesonschematheoryhavegainedgreatattentioninthefieldofEnglishteachingandhavebeenevokedsincethenbothintheforeigncountriesandinChina.Inthisdissertation,theauthorhasdecidedtoassociateschematheorywiththeteachingofEnglishlisteningandtocarryoutastudyinthehopeofinvestigatingtheinteractionbetweenthem.

1.2AimandObjectives

ThisdissertationaimstoapplyschematheorytotheteachingofEnglishlisteningandtoprovethefunctionsofschematheorybyimplementingastudy.Ingeneral,thestudyhasthefollowingthreeobjectives:

（i）tostudyschematheoryanditsroleintheteachingprocedure,（ii）toexploretheeffectsofschematheoryonclassroomlisteningteaching,and（iii）topresentusefulsuggestionsoftransformingteachingmodelsinthefutureteachingprocess.

1.3Organization

Thewholedissertationconsistsofsixchapters.ChapterOneisanintroductiontotheresearchtopic,theresearchbackgroundandthereasonsandpurposesofthestudy.ChapterTwoisthedetailedtheoreticalpremisesofschematheoryfromtheperspectivesofitsconcept,developmentandclassification.ChapterThreeismainlyabouttheinteractionbetweenschematheoryandthelisteningteaching,includingtheanalysisofthreelisteningstages,threelisteningabilitiesandtheeffectsofschematheory.ChapterFourisanelaborationofacomparativestudywhichaimstoprovehowschematheoryfunctionsactivelyintheteachingofEnglishlistening.AccordingtotheanalysisofthestudyinChapterFour,ChapterFivefocusesonthepedagogicalsuggestions,whichcanbedividedintothreecategoriesintermsofstudents,teachersandteachingmaterials.Thelastchapterisabouttheconclusionwheretheresearchresultsaresummarized.

ChapterTwoSchemaTheory

2.1TheConceptofSchemaTheory

Schematheoryhasbeenoneoftheprevailingtheoriesinthefieldoflanguageteachinginthepasttwentyyears.“Schema”referstopeople’sgeneralknowledgeabouttheworld,namelyone’s“pre-existentknowledge”or“backgroundknowledge”.Thetheoryofhowareaderoralistenerutilizeshisschematicknowledgetoachieveefficientcomprehensionwhenreadingorlisteningiscalledschematheory（Long,1989）.Theapplicationofschematheoryintheteachingoflisteningbymeansofactivatingstudents’previousschemastoredintheirbrainsorbuildingnewschemabeforelisteningwillacceleratetheconstructionofmeaningandfacilitatelisteningcomprehensioninthelisteningprocess.

Schematheoryholdstheviewthatlisteningcomprehensionisanactiveanddynamicprocessinwhichschematicknowledgeplaysanimportantrole.Successfullisteningisachievedthroughinteractivecombinationoflistener’sexistingschemaandtheincominginformationoflisteningmaterials.

Inaddition,psychologicalexperimentshaveproventhatschemaplaysactivelyinlisteningcomprehensionandmemoryaccumulation（Carroll,1984）.Firstly,schemapresentsapsychologicalframeworkforinterpretationofinformation,namely,apositivestateofunderstandingofnewknowledgeinthepreparation,sothatpeoplecanbuildamorespecificschemabyconnectingitwiththepriorknowledge.Secondly,schemawillhelpthedistributionofattention.Inthelisteningprocess,thebrainisactiveontheonehandtoprocessthepriorinformation,andontheotherhandtoobtainnewknowledge.Ifthebrainisnotguidedbyrelatedschemaforunderstandingthecontent,itiseasyforlearnerstodispersetheattentionandtoloseaccuratememory.Finally,schemaofferscluestointerpretation,editionandsummary.Listenersusethebackgroundknowledgeandstylisticschematomakejudgmentsanddrawconclusions,inthepurposeofspeedingupanddeepeningtheirunderstanding.Becauseoftheirlackofrelevantschema,listenerscannotunderstandthelisteningtexttoafullanddeepextent.

2.2TheDevelopmentofSchemaTheory

PlatoelaboratedontheGreekdoctrineofidealtypes–suchastheperfectcirclethatexistsinthemindbutwhichnoonehaseverseen.ImmanuelKantfurtherdevelopedthenotionandintroducedtheword“schema”.Forexample,hedescribedthe“dog”schema:

amentalpatternwhich“candelineatethefigureofafour-footedanimalinageneralmanner,withoutlimitationtoanysingledeterminantfactorasexperience,oranypossibleimagethatIcanrepresentinconcerto”.EarlydevelopmentsoftheideainpsychologyemergedwiththeGestaltpsychologistsandPiaget.In1926,theterm“schema”wasusedbyPiagetinhistheoryofdevelopment,whichdeemedthat“childrenadoptaseriesofschematounderstandtheworld”.R.C.Anderson,arespectededucationalpsychologist,alsomadecontributionstodevelopschematheory.SchematheorywasinitiallyintroducedintopsychologyandeducationthroughtheworkoftheBritishpsychologistSirFredericBartlett,withwhoseworkthetermcametobeusedinitsmodernsense.FurtherworkontheconceptofschemawasconductedbyBrewerandTreyenswhodemonstratedthattheschema-drivenexpectationofthepresenceofanobjectwassometimessufficienttotriggeritserroneousrecollection.

2.3TheClassificationofSchemaTheory

Theschemathatinfluencelisteningcomprehensioncanbeclassifiedasthreemaintypes:

languageschema,contentschemaandformschema（Long,1989）.

2.3.1LanguageSchema

Languageschemareferstolisteners’priorknowledgeofthelanguage,whichinvolvedpronunciation,vocabularyandgrammar.Withouttheknowledgeoflanguage,listenerswillencounterobstaclesinthelisteningcomprehension.Languageschemainforeignlanguagelisteningfunctionsmoreimportantlythaninthenativelanguagelistening,becausecomprehensionofaforeignlanguageneedsaccuratedecoding,whichcannotbeobtainedmerelybyexperience.

2.3.2ContentSchema

Contentschemaisthecontentandthesubjectofthetext,soitcanalsobecalledthematicschema.Whenlisteningtoafragmentofatext,listenersusuallypredictitstheme,whichenableslistenerstoguessthegeneralcontentofthetext.Tosomeextent,thethemeofthetextdirectlyaffectsthelevelofcomprehensionoflisteningmaterials.

2.3.3FormSchema

Formschemaisequallyimportantasthecontentschema.Itreferstolisteners’knowledgeindiscourseandrhetoric.Understandingtheschematicstructureofthediscoursehelpslistenerstograspthemainideaandtoestablisheffectivepredictionandexpectation.Taking“makingreservationforahotelroom”forinstance,learnerswillassociatethethemetopriorknowledgesuchasahotelroom,telephone,price,place,etc.Thewholeprocessofbookingahotelroomnormallyinvolvesseveralsteps:

opening,requirements,confirmation,closing.Withthesimilarpredictionguidedbyschema,listeners’comprehensionofmaterialswillbegreatlyenhanced.

ChapterThreeSchemaTheoryandTeachingofEnglishListening

Inthehistoryoflanguage,people’sviewsonnatureoflisteninghavegonethroughmanychanges.Theytraditionallyobserveitasapassiveprocess,inwhichthelistenerresemblesatape-recorderwhosemaintaskissimplymemorizingwhatthespeakerhassaid.Duetothestudiesofschematheory,listeningisregardedasaprocessthatdealswiththenewinformationbyconnectingitwiththepriorknowledge.Schematheoryfunctionsvitallyinthetea