thelSchema Theory of the Text Comprehension Listening to decode orientation and cultural information

Schema Theory of the Text Comprehension

Listening to decode orientation and culturalinformation

(Paper Keywords) decoding schemata theory of infi ltrationlearning l istening comprehension [Abstract “cognitivepsychologists pointed out: the process of l isteningcomprehension is the process of decoding, l istening is anacceptable understanding of the sound information (l isteningcomprehension) of the process is the l istener who came ofthat decoding the encoded information process (CodingTheory). Starting from the decoder to reveal the theoryadvanced hearing some of the physiological andpsychological cognitive mechanism, stress the importance ofreading a lot of meaningful input language and culture

“invasion Learning” to increase students knowledge oflanguage and cultural background of the accumulation andsentiment, create a system ful l of “schema” (schema), inorder to faci l itate the effective l istening activities in thedecoding,analysis, speculation andjudgments.

In dai ly communication, “Listen,” a very important

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position.According to a survey, the normal time of waking,70%of the time for al l forms of communication activities,ofwhich 11%forwriting, 15%for reading and 32%forthat,andat least 42%of the time to l isten to (Cooper1998). SecondLanguage Acquisition primari ly through access to a lot ofcomprehensible input to achieve, in the process, “Listen

“Not only is the basic way to obtain knowledge of thelanguage isoneof thelanguagetoensurestandardization andstrengthening of an important means of language practice,communicative competence is to improve the central l ink.Krashen (1985) that the only way people acquire language isto understand the information , or receiving comprehensibleinput.

Listening comprehension is composed of voicesymbols to receive and respond to information flow orfeedback process.To information is concerned, ‘code “is anessential elementof its composition,and the” Code “meansto these elements in a particular combination of the way, asthere isa pattern thatcan be identified in the information flow.With the nature of language teaching deep understandingand the continuous development of the theory, people

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understand the nature of foreign language l isteningcomprehension is also improving.With the cognitive mindScience of continuous development and improvement,manyresearchers have begun to pay attention to the process ofl istening comprehension, combined with the macro-structureof discourse, cognitive schemata,cognitive reasoning and thecontext of other factors to reveal the nature of l isteningcomprehension. discourse that In l inguistics, to refer to theconcept of varying length and significance of any spoken orwritten complete any of paragraphs. hearing the discourseDiscourse Understanding does not mean the mind of thel istener directly in the internal ization, because it is not aone-way process , but the text and l istener, language andthought, languageand emotions suchasthedynamic processof interaction. In this process, by its language the l istener inaddition to knowledge, professional knowledge of andconstraints, but also by their cultural heritage experience ofand constraints. Language is the carrier of culture, culture isthe impact of intervention to understand the importance ofl istening material interference factors. In other words, inaddition to l isteningtext understanding Recognition Word hasa strongabi l ityto understand the powerof the statementand

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large vocabulary, but in speech understanding, culturaldecoding is also very necessary. because, culture andlanguage are closely related, cultural birth language, culture,language development (Chen Jitang, 1999). shows that thedecoding of cultural information on l istening comprehension,especial ly is a guiding role in text comprehension. I was fromthat point to further explore the decoded text in ListeningComprehension and the impact of l istening strategies topromote teaching of l istening, improve their l isteningcomprehension text.

First, based on the brain decode ‘meaningreconstruction “Components of Listening Text Cognitivepsychologists pointed out: the process of l isteningcomprehension is the process of decoding, l istening is anacceptable understanding of the sound information (l isteningcomprehension) of the process is the l istener who came ofthat process of decoding encoded information (ie, decodingtheory) o Kenneth (1976 prison is: Listening is the key toachieve l istening comprehension, which consists of fivecompositions, and in order, the latter component is alwaysdependent on the previous elements, namely Recognition

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Word (discrimination), information perception (perception ofmessage), auditory memory (auditory memory), informationdecoding (decoding message), the use of which language touse or storage of information (use or store message). But theprocess of l istening comprehension is not a simple textlanguage information decoding process, decoding andmeaning is a combination of reconstruction, the positivedynamic thought process. hearer not only on thepronunciation, vocabulary, grammar and other l inguisticknowledge and understanding of perception, moreimportantly, contains a variety of discourse non-verbalinformation (ie knowledge of the world) to understand andexplore. However, in l istening teaching, language teachersoften pay attention only to the level of explanation andanalysis,whi le ignoring students in discourse and culture atthe level of logical reasoning and prediction of verifying thetruth capacity; coupled with the reform of Engl ish l isteningnow, text understanding more and more attention, andschema activation and schema bui lding is an effective meansof improving l istening comprehension. In viewof this, throughthe introduction of schema theory and analysis of its role inl istening comprehension, attempts to explain: If students

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understand the content schema and formal schema ofl istening comprehension, and conscious l istening to thistheory to the learning activities,wi l l greatly improve theirl istening Discoursecomprehension.

Second, the decoding of the auditory system to fol lowthe lawstudents in the cultural emphasis on l istening abi l itytodecode text March 2005, the Ministry of Educationannounced the Engl ish CET latest reform program, the testformat and content have great changes.Hearing weight from20% to 35%, shows that improved their l istening iscontemporary Engl ish teaching. Some Chinese students inreading and study special attention when mechanical lymemorizing words, but often neglect to use those wordscareful ly to the context (context)or the use of body languagecolor words. They spend sweating in the sea tactical, buttime-consuming and inefficient hear a lot; knowledge isrelatively narrow, the lack of background knowledge on theaccumulation of Engl ish-speaking countries, resulting inListening seems to have entered a “bottleneck.” schematheory by studying, understanding, l istening text,we can beconcludedfrom a seriesof Engl ish l istening abi l ityto improve

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teaching strategies, the most important thing is: in theinformation processing, learners and new information relatedto the schema must be activated.Gagne the “activation ofprior knowledge of memories “As a” step learning Peng, thethird stage. i l lustrates the importance of schema activation. Inaddition, the decoding mechanism requires the l istener totake the initiative, good understand “overtones.” CodingTheory reveals the understanding that the l istener ListeningText coming on the speaker of the decoding process ofencoded information. l istener perception wi l l be anindependent unit of meaning with their information stored inthe brain in contrast, the use of the brain has the lexicalmeaning, grammatical structures and cultural backgroundknowledge “Notes.” by thinking “comment” after theinformation wi l l have a meaning, but meaning is notnecessari ly consistent with the original intent of the speaker.To understand by the Recognition Word and “comments,afterthevoice message, the brain needs to combine culture ofthe l istener , pragmatic and other knowledge for furtherprocessing in order to achieve grasp the intent of thespeaker’ s purpose. Therefore, the teachers guide theunderstanding of the process of l istening texts, students

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actively activation pattern,with a rich body of knowledge oflanguage terminology, human and cultural backgroundknowledge decoding text content,breaking the bottleneck toimprove hearing.

(A) by reading to temper the brain decode ‘meaningheavy materials, a comprehensive response capabi l ity whenAccording to decoding theory, l istening ski l ls, is acomprehensive ski l ls, including word, sentence,discourse andother aspects of understanding, judging, logical thinking andgeneral abi l ity. Understand the process of discourse is not apassive process of reception, but a “meaningreconstruction” process. Andereson (1985) proposed:l istening comprehension consists of three interrelated butrecurring phases, namely, perception, analysis and use stage.awarethatthesound signal intothestage of sensorymemory,information stored sensorymemoryof thetime is about 1/4seconds, and then by screening, short-term memory into apart for processing;analysis phase refers to the information inshort-term memory by re-encoding, the formation ofmeaningful propositions, l isteners want to continuous flow oflanguage segmentation, segmentation is the significance of

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the main cluestothemeaning embodied in the syntax, sound,meaning the three levels; theuse phase isthe formation of theproposition and long-term memory associated with theknown information to determine the meaning of propositions,when the new input information matches with the knowninformation to generate understanding. in the use stage,whenthe formation of propositions and long-term memoryassociated with the known information, the brain wi l l gothrough positive thinking activities analysis, synthesis,induction,making itacoherent languagematerials, in ordertoachieve the Reconstruction, and then reconstruct the originalmeaning rather than the long-term memory in the form ofreservations. the l istener’ s abi l ity to service this memoryafter brain information processing. hearer must use theavai lable knowledgeof the language, knowledgeand culturalbackground knowledge to decode and reconstructthe speechsignal .

Cognitive psychologists bel ieve that l istening is aprediction, testing andval idation process.Who take top-downprocessing of information (top-down)model, the long-termmemory retention of background knowledge in

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