An Experimental Study of the Effect of Content Schema on English Listening Testing of Non-English Majors
Bibliographic Data
| ID | 21830588 |
|---|---|
| Authors | Yue Mao (0000-0002-0474-5224, Zhejiang International Studies University), Yifei Zhou (0009-0007-9208-2988, Zhejiang International Studies University) |
| Year | 2020 |
| Volume | 10 |
| Issue | 6 |
| Pages | 183 |
| Publication date | 2020-09-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 1923-869X • E-ISSN: 1923-8703 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/ijel.v10n6p183 |
| OpenAlex | W3089020870 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
Listening occupies one of the most preliminary parts in foreign language learning and becomes more and more important. Pre-listening process of listening comprehension owns two models, bottom-up and top-down. The latter that emphasizes the introduction of background knowledge is tightly related to content schema. The aim of the study is to examine the impact of content schema on listening comprehension and to find whether there is difference of the impact of content schema on students of different levels of listening comprehension by conducting an experiment. About 189 participants from Zhejiang University were divided into control group (CG) and experiment group (EG). Both the two groups did pretests, tests and questionnaires. CG and EG were separately divided into high- and low-level groups based on the pretest scores. Independent sample T-test was used to analyze data. The results showed that content schema negatively affected listening comprehension and it had stronger impact on students with low listening proficiency
Active listening · Comprehension · Information retrieval · Linguistics · Listening comprehension · Mathematics education · Significant difference · Statistics · Communication · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
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| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |