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摘要：From the statement of the above phenomenon, it is obvious that under the traditionalmodel of the college English listening, listening was once believed to be a passive one-waycomprehensive process.

Chapter 1 Introduction

1.1 Background and Significance of the thesis
Language proficiency involves four aspects: listening, speaking, reading and writing.According to Feyten (1991), listening provides more than 45% of our total communicationability, followed by speaking (30%), reading (16%), and writing (9%). Although it has beenshown to be the one that develops the earliest, listening is the least studied among allcommunication skills (Alderson & Banerjee, 2002; Buck, 2001; Vandergrift, 2007).Mastering auditory comprehension of basic conversation is the first step towards fullyacquiring a second language (L2) or foreign language (FL).Learning to listen in another language is challengeable because it is a complex andcovert process of meaning-building, and also a kind of creative problem-solving skill. Itmeans we comprehend the perception of the sounds (the rise and fall of the voice), themeaning of words, phrases, clauses, sentences, and connected discourse. It is a mediumthrough which we gain a large portion of information and understanding of the world, humanaffairs, ideals, sense of values, and appreciation.
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1.2 Layout of the Thesis
This thesis is mainly composed of seven chapters, and they are organized as follows:
Chapter one, as an introduction, is mainly about the background, the significance and thelayout of the thesis.
Chapter two gives a literature review of listening comprehension, including the essenceand the course of listening comprehension, as well as previous studies in this field both homeand abroad.
Chapter three provides the theoretical framework, containing the information processingsystem; activation, modification and classification of schemata; the relationship of schematheory and listening comprehension are introduced in detail.
Chapter four, as the main body of the thesis, is concerned with the design of theexperiment, consisting of research hypothesis, participates, instruments and procedures. Andthe application of schema theory in English listening teaching will be illustrated in details.This chapter centers on the procedures of the listening teaching and the empirical study on theteaching method.
Chapter five involves the analysis of data collected in the two tests of listeningcomprehension by using SPSS 11.5 and the result discussion.
Chapter six provides the implications and suggestions for listening teaching from fouraspects.
Chapter seven concludes the thesis, summarizes the major findings deriving from theresearch analysis and limitations of the study, and gives recommendations on listeningteaching at a higher level.
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Chapter 2 Literature Review

2.1 The General Views of Listening Comprehension
Listening comprehension is not merely a process of decoding messages, but also asuccessive and active process between listeners and speakers. Listening comprehension is acomplicated psychological process. Different from written language, listeners always don’thave sufficient time to review the information. Therefore, listeners have to face somechallenges such as accents, fast speech rate, unknown or unfamiliar topics, limited vocabulary,complicated syntax and the opportunity to listen to the message only once (Long, 1989; Lund,1991; Chang & R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。