在對影響受試者英語聽力能力因素的調(diào)查中，作者發(fā)現(xiàn)詞匯量的匱乏，基本語音知識的缺乏和聽力材料背景知識的不足是其中的主要原因。在圖式理論中，語音圖式和內(nèi)容圖式就包含上述三種知識，因此可以說圖式知識的缺乏會影響聽力效果。然而，在現(xiàn)在的英語聽力教學(xué)中，教師很少將圖式理論應(yīng)用到英語教學(xué)中，更別提教授圖式知識使用的策略。在這篇論文中，作者在圖式理論的基礎(chǔ)上設(shè)計了一套新的教學(xué)模式，并利用這套教學(xué)法交給學(xué)生什么是圖式和如何在聽力過程中使用圖式知識。 圖式理論的主要論點是，人們在理解新事物的時候，需要將新事物與已知的概念，過去的背景經(jīng)歷聯(lián)系起來，從而構(gòu)成一個完整的圖式結(jié)構(gòu)幫助理解，所以對新事物的理解和解釋取決于頭腦中已經(jīng)存在的圖式。根據(jù)圖式理論，言語聽辨的過程就是圖式知識與輸入信息或聲學(xué)信號相互作用的心理過程，而聽者頭腦中固有的圖式是決定聽力理解成功與否的關(guān)鍵因素。 為了將圖式知識和圖式知識使用策略傳授給學(xué)生，教師需要靈活運用不同的圖式特征對學(xué)生聽力給予指導(dǎo)。在聽力練習(xí)之前，教師主要通過一些活動或者多媒體工具將學(xué)生已有的相關(guān)語言和背景知識激活并加以補充；在聽的過程中，再加以方式方法上的引導(dǎo)和... 

【文章頁數(shù)】：75 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Questions and purpose of the research
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Schema theory
        2.1.1 The definition of schema
        2.1.2 Review of schema theory at home and abroad
        2.1.3 Features of schema
        2.1.4 Types of schema
    2.2 Research in listening
        2.2.1 The definition of schema
        2.2.2 Modes of listening process concerning of schema theory
        2.2.3 Previous researches in listening comprehension
    2.3 The connection of schema theory and listening comprehension
        2.3.1 Schema theory application in foreign language skills acquisition
        2.3.2 Schema theory effectivity in listening comprehension
        2.3.3 Schema activation in listening comprehension
Chapter Three Research Design of College English Listening Teaching
    3.1 Research design
        3.1.1 Research hypothesis
        3.1.2 Research subjects
        3.1.3 Teaching materials
        3.1.4 Research instruments
    3.2 The description of experiment
        3.2.1 Teaching steps in experimental class
            3.2.1.1 Pre-listening process
            3.2.1.2 While-listening process
            3.2.1.3 Post-listening process
        3.2.2 Teaching methods in schemata accumulation
            3.2.2.1 Linguistic schema accumulation
            3.2.2.2 Formal schema accumulation
            3.2.2.3 Content schema accumulation
    3.3 A sample listening class based on schema theory
Chapter Four Data-analysis and Discussion
    4.1 Data-analysis
        4.1.1 Data-analysis of pre-questionnaire
            4.1.1.1 Data description of pre-questionnaire
            4.1.1.2 Results explanation of pre-questionnaire
        4.1.2 Data-analysis of pre-test and post-test results
            4.1.2.1 Comparison between pre-test and post-test scores
            4.1.2.2 Correlation between background knowledge and listening
        4.1.3 Data-analysis of post-quesionnaire
            4.1.3.1 Data description of post-questionnaire
            4.1.3.2 Results explanation of post-questionnaire
    4.2 Discussions
        4.2.1 The major findings
            4.2.1.1 The effect of schema theory on students
            4.2.1.2 The importance of teaching methods adoption via schema
            4.2.1.3 The necessity of a set of teaching model via schema theory
        4.2.2 Pedagogical implications
            4.2.2.1 The orientations of English listening teaching via schema
            4.2.2.2 The role of teacher in building students’ schema network
            4.2.2.3 The principles of English listening teaching via schema theory
Chapter Five Conclusion
    5.1 Significance of the study
        5.1.1 Significance of study to English listening teachers
        5.1.2 Significance of study to English listening learners
        5.1.3 Significance of study to English listening test
    5.2 Limitations of the study
    5.3 Suggestions for future research
References
Acknowledgements
Appendix 1
Appendix 2
Appendix 3
Publication during the Postgraduate Program


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