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ademic achievement, becauseschema theory could influence learners’ memory and comprehension abilities. Simply,according to the schema theory, all information is stored in brain and organized in units. Whenyou have something new to understand, you can make use of the knowledge in your memory tohelp you to make clear those vague conceptions. In brief, learners’ minds can interpret the newinput based on the prior knowledge stored in minds. According to this theory, schema showsknowledge about concepts, objects and the relationships they have with other objects,situations, events, sequences of events, actions, and sequences of actions. So before doing theexperiment, it is necessary to have a general idea about schema theory.
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2.2 Research in listening

2.2.1 The definition of schema
Listening is a complex and initiative process. In this process, you must activate yourschemata in mind, which means recollecting the words meaning, pronunciation rules, grammarstructures as well as the sociocultural knowledge corresponding to what you had heard.As to the definition of listening, it differs from different research fields. From 1920s to1930s, listening was considered as an unconscious action bound by invisible cultural“schemata”. Howatt and Dakin (1974) thought that listening is a special ability to understandwhat others said. A good listener should understand the speaker’s pronunciation, thevocabularies and grammars adopted in his utterance, and the hidden meaning simultaneously.According to Ronald and Roskelly(1985), listening was defined as an active process in whichyou should predict, guess, check, revise and summarize what you heard form speaker. Inaddition, the most complete definition of listening was defined by James (1984) as “... It is nota skill, but a set of skills all marked by fact that they involve the aural perception of oralsignals ... [It] is not passive. A person can hear something, but not be listening... It is absolutelynecessary for almost any other work with language, especially for speaking and even forwriting.”

Chapter Three Research Design of College English Listening Teaching....17
3.1 Research design .........17
3.1.1 Research hypothesis........17
3.1.2 Research subjects....17
3.1.3 Teaching materials..........18
3.1.4 Research instruments ......19
3.2 The description of experiment .........19
3.3 A sample listening class based on schema theory .......... 24
Chapter Four Data-analysis and Discussion ......... 27
4.1 Data-analysis ..... 27
4.1.1 Data-analysis of pre-questionnaire......... 27
4.1.2 Data-analysis of pre-test and post-test results ........ 30
4.2 Discussions......... 37
4.2.1 The major findings ......... 37
4.2.2 Pedagogical implications........ 39
Chapter Five Conclusion......... 43
5.1 Significance of the study........... 43
5.1.1 Significance of study to English listening teachers........ 43
5.1.2 Significance of study to English listening learners ........ 44
5.1.3 Significance of study to English listening test ....... 44
5.2 Limitations of the study ........... 45
5.3 Suggestions for future research....... 46

Chapter Four Data-analysis and Discussion

4.1 Data-analysis
Here the author does some analysis about the experimental data 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。