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formation. More importantly, the fixed schemata in listeners’ brains plays a decisive part in the process of listening (黄子东, 1998). In the course of foreign language learning, students often meet such questions: They have no difficulty in understanding each word in a sentence, but they are not able to figure out the sentence as a whole unit. On the contrary, sometimes they can get the meaning of a sentence or even a passage without hearing all its content or they can understand a sentence with some grammatical errors. The reason for this is that schemata takes effect in such cases. The reason why listeners sometimes fail to understand a sentence or a passage as a whole unit even if they hear every word in it is that they lack background knowledge, without which they can only get the superficial and literal meaning. The wider the gap between the different cultures, the less the background knowledge listeners know, and the more difficult it is for them to understand an oral passage.
When schemata are activated and find exemplars in the listening process, students will be on the road to a better understanding of what they have been dictated. Schemata which are activated correctly can be used to explain the meaning of an article. When the opposite thing happens, the process of listening would be greatly impacted. According to some linguists, the activation of schemata is the preparing period of people’s thought understanding, which can not only help them predict the main content of a passage they are going to listen to but also improve the quality of listening. It is also a psychological preparing stage. Psychologists universally believe that nervousness and anxiety have a great impact on listeners’ concentration. Due to being afraid of being unable to understand what they are going to listen to, they can hardly focus on the listening business. We may say that it is very essential for teachers to activate schemata in students’ minds before listening. Background knowledge can make up the deficiency of listeners’ vocabulary, syntax and enable them to ignore or quilt the difficulties of language (汪兴权, 1991).
In conclusion, schemata play a vital role in listening comprehension. Both teaching plan and practical teaching should include encyclopedic  and background knowledge (黄福洪, 2002). Schemata is knowledge frame stored in brain, which include many slots; when these slots are filled with input information, the schemata is thus activated, and language is easily understood. The role of background knowledge in language comprehension process has been formalized as schemata theory (金涛, 2001). Background knowledge contains linguistic and world knowledge; they are the two important本论文由英语论文网www.51lunwen.org整理提供 factors exerting influence over language understanding. Schemata theory attaches much importance to the function of top-down processing, but it does not necessarily follow that young people can neglect the strengthening of basic language knowledge.

Ⅲ. Relevance Theory and Listening Comprehension
A. Introduction of Relevance
1. Definition of Relevance
Relevance is a series of Interco textual relationship. It is a relationship between utterance and its colloquial context in the course of language communication (Sperber & Wilson, 1986). The known knowledge people have acquired previously is an initiating context, and the relation between the initiating context and new information is called relevance (刘立国、刘立华, 2003). Judgin本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。