An empirical study of the influence of circuit theory on English listening skills at the university using the design of preliminary and subsequent testing
DOI:
https://doi.org/10.25726/b3303-4001-9752-eKeywords:
schema theory, english listening teaching, pre-test and post-test, english listening comprehension, learning obstacles, teaching strategiesAbstract
In university English education, listening instruction holds an extremely important position, while listening comprehension is a key yet challenging aspect of students’ learning process. However, students often overly emphasize vocabulary, grammar, pronunciation, or accent when trying to improve their listening performance. The purpose of this paper is to analyze students’ attitudes and abilities in listening from the perspective of Schema Theory, and to discuss the strategies and application of Schema Theory in English listening comprehension. The study includes pre- and post-listening tests and questionnaires conducted with English major undergraduates, aimed at identifying and addressing challenges encountered in the listening process to enhance their English listening skills. The results show that some learners consciously apply Schema Theory in their listening comprehension. Therefore, the outcomes of these tests and surveys underscore the effectiveness of Schema Theory in enhancing the learning of English listening skills.
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