Improving listening comprehension through a whole‐schema approach

Abstract

Is listening comprehension directly related to reading comprehension or are they one and the same? Does one skill precede the other or do they emerge simultaneously within the learner? How can classroom teachers enhance the listener's understanding? Evidently, organized prior knowledge #opschema#cp is crucial to the comprehension of both readers and listeners. #opStevens, 1982; Anderson, Reynolds, Schallert & Goetz, 1977; and Bransford, Nitsch & Franks, 1977#cp. The implications of schema theory for the improvement of reading comprehension have become well established and documented within the field of reading instruction #opSchwellwer, Brewer & Dahl, 1976; Bransford & McCarrell, 1974; Bransford & Johnson, 1973; and Frame, 1972#cp. One can seldom open an educational journal today without being confronted with an article or research summary relating the impact of organized prior knowledge upon the reader's overall level of comprehension.

In order to discuss schema's relationship to listening comprehension, it is necessary to first have a clear understanding of schema theory as it relates to reading comprehension. This is true since the majority of past research has focused on reading comprehension, rather than listening comprehension #opFunk & Triplett, 1972#cp. A review of key concepts and a brief summary of schema theory will serve to clarify concepts and provide a framework for later discussion.

Key Words:

• Listening comprehension