ISSN: 2226-6348
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English listening comprehension remains a challenging skill for Chinese English major undergraduates. To enhance their English listening proficiency, this paper proposes a schema theory-based situated teaching approach by integrating schema theory and situated learning theory in English listening teaching. Schema theory emphasizes the importance of background knowledge or mental frameworks, known as schemata, in understanding listening materials. Activating students' relevant schemata before engaging with listening tasks can lead to better listening comprehension. Situated learning theory posits that learning is most effective in authentic contexts and involves active participation in communities of practice. The schema theory-based situated teaching approach exposes students to authentic contexts, where they can apply their knowledge and skills in real-life situations and helps to activate their schemata in their minds, motivating them to engage with the learning process. Fostering communities of practice, in which students collaborate and learn from peers and teachers, enhances their understanding and application of the listening materials. This also consolidates their newly established schemata in the post-listening stage and helps expand their schemata after listening classes. This approach facilitates comprehensive and lasting comprehension of the listening materials, providing opportunities for active learning and collaborative activities, ultimately improving their listening comprehension abilities and fostering their interest in English listening classes. Based on systematic literature review, the paper first identifies the research gaps and then puts forward the conceptual framework of Schema Theory-Based Situated Teaching Approach, aiming to improve listening comprehension abilities and increase interest in listening classes among Chinese English major undergraduates.
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