AcknowledgementsThanks for giving me this opportunity to achieve this paper and to make the conclusion for my four years’ education. Through writing this paper, I have gained much more knowledge than I supposed.First and foremost, my sincere thanks and respects are given to my supervisor, Professor Li Xuefeng, for helping me to clarify my thought and sharpen my thinking, for her professional guidance and encouragement.Then I also want to express my thanks to all teachers who have ever taught me knowledge and other reasons,Finally, I would like to give my thanks to my friends who gave me much help and support. Thank you!AbstractThis task takes former research to schema theory, English listening teaching and their relationship as basis and then does deeper discussion to the application of schema theory to junior English listening teaching. It is vital to understand and use schemata correctly, activate students’ background knowledge and set up new schemata during the listening process. According to Questionnaire I and Test I, some problems existed in listening teaching have been discovered. Aimed at these problems, this task takes 40 students in Grade 7, Class 4 in Mayu Middle School as experimental objects to carry on experimental lessons based on schema theory for 10 weeks. And then Questionnaire II and Test II are used to verify the impacts taken to junior English listening teaching by the application of schema theory. Based on the research data and analysis, some enlightenment can be gained from the practice of schema theory.Key Words: background knowledge, listening comprehension, activate and set up schemata, listening teaching摘 要本课题以前人对图式理论和英语听力教学以及两者关系的研究为基础，进行了更深...
