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ead, 2006; Chang, 2007; Shang, 2008).For the purpose of achieving excellent listening skill, students have to understand theessence and the course of listening comprehension. The following contents concern about theessence and the course of listening comprehension. Once in a while, we are confused about the messages the speaker tries to deliver eventhough we can memorize some of what the speaker says. It is the same case that some famousreciter can recite foreign poems without knowing what the poem implicates, or that we canrecite the ancient prose when we were young. We were fluent in the ancient prose, but wehave no idea about the meanings of each prose. Usually we can understand the speaker’s intention even before he completes utterancesimply by our perception. On the other hand, we often fail to understand the speaker even ifwe hear every word the speaker says. Even if we understand the meaning, we can’t repeat the message exactly in the sameorder with the original words.
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2.2 Previous Studies of English Listening Teaching
During the previous researches of listening teaching, people’s view about the essence oflistening has become more and more mature with the increasingly deepened understanding ofthe essence of language and the further development of language teaching theories.In the middle of 20th century, the audio-lingual method was regarded as the mosteffective methodology and widely accepted in foreign language teaching. From theperspective of structural linguists, the concern of teaching process should lie in the form andstructure of foreign language. Therefore, when training students to apprehend a listening text,listening should be taught on four levels: starting from the identification of vowels andconsonants，then the pronunciation of words，sentences and paragraphs. In this mode，studentsare trained to understand words mainly through the pronunciation exercise. After grasping themeaning of sentences, they will ultimately master the meaning of the whole section. Theaudio-lingual method originated in the early decades of the 20th century, including: (1) theblossoming of linguistics and behaviorist psychology, (2) the entrenchment and theexplanation of positive pragmatism, (3) the scientific methods of formalism expression(Johnson & Johnson, 1998). This method had much influences on the domain of languageteaching theories.
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Chapter 3 Theoretical Framework...... 15
3.1 The Information Processing System ........ 15
3.1.1 Sensory Stores ....... 16
3.1.2 Working Memory........ 17
3.1.3 Permanent Memory ..... 18
3.2 Schema ..... 18
Chapter 4 Research Methodology ....... 29
4.1 Experiment Design..... 29
4.2 Practical Application of Schema Theory in English..... 31
4.2.1. Pre-listening Activities..... 32
4.2.2. While-listening Activities ...... 36
4.2.3. Post-listening Activities ......... 38
Chapter 5 Data Analysis and Discussion on Results........ 41
5.1 Data Analysis ....... 41
5.2 Discussion on Results....... 43

Chapter 6 Implications and Suggestions for Listening Teaching

6.1 The Reform of Role between Teachers and Students
This kind of rolecombination between teachers and students is not consistent with the perspective of cognitivescience. The basic principle of 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。