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1、FactorsAffectingEnglishListeningComprehensionofCollegeStudentsⅠ.IntroductionTherearemanyfactorsaffectinglisteningcomprehensionofcollegestudents.Themostimportanttwoarebackgroundknowledgeandfindingrelevantlinksbetweenanoraltextandknownknowledge.Theformercanbeexplainedbytheschematath
2、eoryandthelatterbytherelevancetheory.Topicfamiliarityandlanguagelevelhaveaprofoundeffectonlisteningcomprehension.Thesetwofactorscanbeexplainedbyschematatheoryandrelevancetheory.Besides,collegestudents’listeningcomprehensionmaybeaffectedbythedifficultyofanoralmaterialitself,thespee
3、dandsoundoflanguage,thevocabularyaccumulatedandsoon.Duetoyoungpeople’sowncharacteristics,suchasnumbness,laziness,etc,psychologicalfactorsandtheirlearninghabitalsoexertgreatinfluenceontheirlisteningcomprehension.Ⅱ.SchemataTheoryandListeningComprehensionA.IntroductionofSchemata1.Def
4、initionofSchemataSchemataarethestructureofbackgroundknowledgethatalearnerhasacquiredpreviously(Carrel＆Eisterhold,1983).Aschemaisusedtodemonstratestereotypicalknowledgethatpeopleacquirefromtimetotime(Schank＆Abelson,1977).Schemataareaseriesofevents,situations,relations,objects,etc.(
5、Eysenck＆Keane,1990).Fromtheabovedefinitionsofschemata,itisnothardforustodrawaconclusionthatschemataactuallyreferstobackgroundknowledgeorknowledgebasesstoredinpeople’sbrains.2.FeaturesofSchemataSchematahavespecificinstantiations.AccordingtoHoward,whenaschematafindsspecificexemplars
6、inreality,itisbelievedtohavebeenactivated(黄子东,1998).Schematacanbemadeupofmanysub-schemataandbeapartofotherschemata.Schematarepresentknowledgeinanyway.Thesefeaturestellusthatschematahaveacertainrelationshiptobackgroundknowledge.Themostimportantofallisthat“schematahaveadeepinfluence
7、on‘worldperception’and‘languageunderstanding’(Howard,1987).B.TheModelofSchemataListeningComprehensionItisbaseduponthedevelopmentof“informationprocessing”,whichmainlyreferstobottom-upprocessingandtop-downprocessing.Theformerisaprocessofusingbasiclanguageknowledge,suchasvocabulary,s
8、yntax,grammar,etc.tounderstandthe
