Özet:

With recent developments in and studies of language teaching, the listening skill – once believed to be a passive skill - is today discovered to be an ‘interactive’ process in which the concept of background knowledge plays a very significant role. This background knowledge known as ‘schematic knowledge’ is today broadly acknowledged in second or foreign language teaching and a number of studies have been conducted to reveal the importance of schemata in both reading and listening comprehension. The schema theory does not have only one definition. It can be investigated under three main concepts: Linguistic schemata, formal schemata, and content schemata. These concepts are very closely related to learners’ listening comprehension in the acquisition of the second language. This paper not only reviews the significance of schema, a term that refers to background knowledge in listening comprehension, but also demonstrates how it facilitates and positively affects the process of understanding spoken discourse.

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