If the above definitions make you fall into a predicament of comprehending these two processing strategies, we can take a famous and simple metaphor to better understand them。 Imagining a brick wall, you can easily take notice of the details as you stand at the bottom of it。 Similarly, some learners who stress the parts of English, try to process information from the bottom up。 However, if you stand on the top of the wall, you will miss some details, but what catches your attention is an expanse of scenery。 Likewise, top-down processing, which has a close connection with the schema theory, starts with listeners’ prior information and life knowledge inside their head, So that if we depict bottom-up processing as to be at the bottom of something or somewhere and try to understand the place where we are by concentrating on all the concrete features, then top-down processing can be regarded as metaphorically to look down on something from the top and then try to get an overview of the whole thing (Zhang Yin 45)。来*自~优|尔^论:文+网www.youerw.com +QQ752018766*

3。 Problems of Huai’an Junior High School English Listening Teaching

Nowadays, under the impetus of quality education and new curriculum standard, Listening has become one of the key standards to judge students’ English comprehensive ability and it is also in increasing prominence in English learning。 Unluckily, There still remain some problems in Huai’an junior high school listening teaching。 

Some traditional listening teaching modes haven’t thoroughly stepped down from the historical stage and even are dominant in some regions and junior high schools of Huai’an。 In traditional teaching modes, teacher-centered and spoon-feeding teaching is widely employed。 “Play recorders-Students’ listening and checking- Play recorders again” is a set system under which interaction between students and teachers is severely lacked and students are only thought as passive receivers。 It is one of the reasons why some junior high schools cultivate so many students who are too shamed to face their dumb English and keep silent in English classrooms。 What is more worse is that without solving any difficult problems, teachers just directly announce the listening answers to students when commenting on a test paper, just in order to safe time for other text types。 Sometimes, not taking students’ different proficiency in listening into account, teachers are likely to ask students whatever level they are in to give answers to some questions though teachers consciously encourage students to take the bottom-up and top -down processing strategies。