The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

Abstract

English listening comprehension remains a challenging skill for Chinese English major undergraduates, largely due to the traditional teaching method that view students as passive recipients of information. In China, the prevalent style of English listening instruction—characterized by explaining vocabulary, playing recordings, completing listening exercises, and checking answers—dominates English listening classes. Unfortunately, this instruction method has achieved little in enhancing Chinese English majors' listening abilities, as it does not encourage them to actively engage in the listening comprehension process. Such a monotonous teaching model causes students to become bored and gradually lose interest in English listening classes. Addressing this issue, this paper proposes integrating schema theory into English listening instruction to develop a Schema Theory-Based Teaching Approach, aimed at improving listening comprehension abilities and stimulating interest in listening classes among Chinese English major undergraduates. Schema theory underscores the significance of background knowledge or mental frameworks, known as schemata, in understanding listening materials. Activating relevant schemata before listening tasks can enhance comprehension. Based on a systematic literature review, the paper identifies the existing research gaps and proposes the conceptual framework of the Schema Theory-Based Teaching Approach. This teaching approach emphasizes not only the activation of schemata prior to listening but also the consolidation of schemata in the post-listening stage and the expansion of schemata after class, in order to fully enrich students' mental schemata. Moreover, the introduction of diverse and engaging activities in both the pre-listening and post-listening stages aims to revitalize the conventional, tedious listening classroom, boosting students' enthusiasm and interest for learning. The approach aims to improve listening comprehension abilities and foster interest in listening classes among Chinese English majors.