The Application of Schema Theory in English Teachi文档格式.docx
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The Application of Schema Theory in English Teachi文档格式.docx
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Actually,Englishhasmainlyfourparts.Theyarelistening,speaking,readingandwriting.Theyconnectwitheachotherclosely.Sowecanseethatlisteningisthemostprimarypart.Ifwewanttoexpresssomething,wemustknowothers’wordsfirst.ThisrequiresEnglishlearnerstohavetheskilloflisteningfirst.Thus,listeningisthebasicskillthatEnglishlearnersneedtomasterfirst.
Inourcountry,mostEnglishlearnerslearnEnglishonlyfromjuniorhighschool.AndthenewJuniorHighSchoolCurriculumStandard(2001:
14)hasrequiredthatwhenstudentsgraduatefromjuniorhighschool,theyaresupposedtoachievethefifthdegreeoflisteningability.So,EnglishteachersshouldnoticetheimportanceoflisteningwhenteachingEnglish.
Butactually,mostEnglishteachersforgettheimportanceoflistening.Theyuselesstimetoteachstudentsthisskill.So,studentsdonothaveenoughtrainingaboutlistening.Butitneedsalongprocesstoimprovelisteningability.So,Englishteachersshouldteachstudentslisteninginjuniorhighschool.Inallkindsofexaminations,listeningoccupiesabigpartandmorescores.So,Englishteachersshouldpayattentiontolisteningteach.
Thispapermainlytalksabouttheapplicationofschematheoryinlisteningteaching.Students’schematacanbeactivatedandreinforcedwhenlistening.Thiscanhelpthemunderstandthematerialbetter.Actually,schemareferstostudents’allkindsofknowledge.Ifalloftheseareformed,activatedandused,theprocessoflisteningwillbeeasier.So,Englishteacherscanteachstudentstopracticelisteningundertheguidanceofschematheory.
Theframeworkofthispaperisclear.Inthefirstpart,itisageneraldescriptionofthepaper.Inparttwo,itprovidesthedefinitionoflisteningcomprehensionandsomerelatedfactorsoflistening.Nextpartintroducestherelatedschematheoryknowledge.Partfouristhebodypart.Itintroducesseveralstrategiesandactivitiestoteachers.Partfiveistheconclusionofthewholepaper.
2.ListeningandListeningComprehension
2.1Thedefinitionoflisteningandlisteningcomprehension
Listeningisoneofthemostfundamentalskillsforalanguagelearner.Wealwaystalkaboutlistening,butwhatislistening?
Manyscholarsdefineitasanactiveprocess.
Actually,theprocessoflisteninginvolvestwoparts.Thefirstpartisthespeaker’sinformation.Theotherpartisthelistener’scomprehension.Themostimportantpartisthesecondpart.Thispapermainlystudiestheprocessoflisteningcomprehension.
Inordertounderstandthespeaker’smeaning,wealwaysuseourlinguisticknowledgeandnon-linguisticknowledgewhenwedolisteningexercises.Therearemanydifferentdefinitionsoflistening.Sowecanregardlisteningcomprehensionasanactiveandpreviousprocess.Whenwelistentoothers,wewilluseourlinguisticknowledge,backgroundinformationandotherstrategiestounderstandthespeaker’swords.
2.2Influentialfactorsoflistening
Inordertohelpjuniorhighschoolstudentsimprovetheirlisteningcomprehensionability,findingandanalyzingtheinfluentialfactorsarenecessary.Thesefactorscanbeclassifiedasinternalonesandexternalones.
2.2.1Internalfactors
Internalfactorsinvolvethelistener’spersonality,languageknowledge,theabilityofmemoryandresponse,ageandotherphysicalfactors.
Somejuniorhighschoolstudentsarecalm.Sowhentheyfacedifficultiesintheprocessoflistening,theycancalmthemselvesdownanddealwiththequestions.However,othersarenotsocalm.Theywillbesonervousthattheycannotchoosetherightanswers.Somestudentshaveagoodmemory,whileothers’arepoor.Sotheywillforgetmanyusefulpoints.
Actually,languageknowledgeaccountsforalargepart.Itincludesone’slinguisticknowledge,backgroundknowledgeandsoon.Linguisticknowledgereferstovocabularyandgrammar.Backgroundknowledgereferstotheculture,lifestyleandothercustomsofforeigncountries.JuniorhighschoolstudentshavelearnedEnglishforsomeyears.Theymastermuchlanguageknowledge.Thiscanhelpthemtounderstandthelisteningmaterialsbetter.
Theseareinternalfactors.
2.2.2Externalfactors
Externalfactorsincludethesoundsandthespeedofthespeaker,thetimethatthematerialwillberepeatedandthenoise.
SomespeakersspeakEnglishwithanAmericanaccent,whileothersspeakEnglishwithanEnglishaccent.Thiswillleadlistenersmisunderstandsomewordsandsomemeanings.
Almosteverylisteningtestinjuniorhighschoolisrepeatedtwice.Itisalittledifficultforstudentstounderstandthematerial.AndalmosteveryEnglishgradetestisreadonlyonce.Thisismoredifficult.Somespeakersspeakveryfast.So,studentsdonothaveenoughtimetodothemeanings.Inthisway,someimportantpointswillbeneglectedandmissed.
Whenthelistenerslistentothematerials,iftherebesomenoise,thelistenerswillbeaffected.Thisisunavoidable.Forexample,astudentissittingbesidesthewindowsandheislisteningtotheradio.Atthemoment,acarispassingoutsidethewindows.Itwillcausenoise.Thiswillaffectthestudent’slistening.
Theseareexternalfactors.
Thesetwomainlyfactorswillaffectlistener’slisteningcomprehension.Knowingthesefactorscanhelplistenersfindsomeusefulstrategiestoovercomethem,sotheycanincreasetheirlisteningcomprehension.
3SchemaTheories
3.1Thedefinitionofschematheory
Inordertocomprehendthespeakersbetter,thelistenersalwaysusetheirlanguageknowledgewhentheyarelisteningsomething.Backgroundknowledgeisoneofthisknowledge.In1781,ImmanuelKantwasthefirstonetoproposethenotionofschema.Hethoughtthatourbackgroundknowledgeplayedanimportantroleintheprocessofcomprehension.
Actually,schemajustlikesframe,referenceorbackgroundknowledge.Whenwehavetocomprehendnewinformation,weusuallyneedtoactivatetherelevantschemainourminds.Forexample,ourpastexperience,cultureknowledge,societyknowledge,customs,linguisticknowledgeandotherbackgroundknowledge.
3.2Theclassificationsofschema
Schemaplaysanecessaryroleintheprocessofcomprehension.Therearemanyvariousclassificationsaboutit.AccordingtoJames(1892),schemamainlyhasthreetypes:
thatis,linguisticschema,formalschema,contentschema.
3.2.1Linguisticschema
Linguisticschemacanalsobecalledlanguageschema.Itreferstoourlinguisticknowledge.Forexample,theknowledgeofphoneme,word,phrase,clause,sentence,grammarandotherknowledgearethesethings.Thesearebasicpartsoflinguisticschema.Whenthelistenersbegintostudyaforeignlanguage,theymustmasterthisknowledge.Iftheymasterthembetter,thisknowledgewillhelpthemalot.Forexample,iftheyencountersomenewwordswhentheylistentosomething,theycanusetheirlinguisticschematohaveaguess.Maybetheywillhaveabetterunderstanding.
3.2.2Formalschema
Formalschemacanalsobecalledtextualschema.Itreferstoourrhetoricknowledge.Inaword,itmeansthetypeandgenreofatext.Therearedifferenttypesofthetext.Forinstance,fables,news,stories,poetryandsoon.Ifthelistenerknowsbetteraboutthesetypes,hecanhaveaformalschemainhisownmind.Thiscanhelphimunderstandthematerialbetter.Forexample,whenalistenerhearsanarrativestory,hewillhaveastory-schemainhismind.Maybeheshouldnoticethetime,place,person,developmentandresultofthisevent.Soformalschemacanhelplistenersunderstandbetter,facilitatelisteningandpromotecomprehension.
3.2.3Contentschema
Contentschemaisthetopicknowledge.Itreferstothelistener’srelatedbackgroundknowledge.Wallace(1992)callsitastopicschema.Soithasacloserelationshipwiththetopic.Listenerscanhaveaguessaccordingtothetopic.Contentschemaincludesalargerangeofone’sknowledge.Itrelatestoone’sexistingknowledge.Forexample,politics,economy,culture,society,personalexperiences,customsandsoon.
Ifalistenerhasthiskindofschema,itwillhelphimmost.Forinstance,thetitleofalisteningmaterialisHalloween.Thelistenercanknowthatthispassageisaboutthisfestival.Sohecanpredictthatmaybethispassagewillintroducesomecustomsaboutit.ThetimeofthisfestivalisOctober31standitstartedinBritain.PeopleliketoplaygamesatHalloweenparties,suchasapple-bobbing.Manypeopleliketowearaswitches.Soifthelistenerknowsthesethings,hecanformacontentschemainhismindandmakeamorepreciseprediction.Ifhemissessomeimportantdetailswhilelistening,hiscontentschemamayhelphim.
Contentschemaisimportantintheprocessoflisteningcomprehension.Sothispapermainlyfocusesonthiskindofschema.Contentschemahasacloserelationshipwithlisteningcomprehension.
4ListeningComprehensionandSchemaTheory
4.1Characteristicsandfunctionsofschema
4.1.1Characteristicsofschema
Weknowthattherearemainlythreetypesofschema,andtheyarelinguisticschema,contentschemaandformalschema.Thatistosay,itisaboutthelistener’sknowledgeandthelisteningmaterial.Thelistener’sknowledgereferstohisorherschemaknowledge.Sowhatarethecharacteristicsofschema?
Thi
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