The Lesson Plan Of A Chinese Listening Course Based On The Anchored Instruction

"Anchored instruction model", based on the constructivism theory, pays attentionto the teaching situation. It sets a realistic problem in teaching content, has the studentsexperience problems in the real situation, and therefore has students aquire eventsindependently, solve the problem, and finally construct the meaning of information, andgain the knowledge. This teaching mode does not only arouse students’ interest inlearning Chinese, but also enhance students’ enthusiasm of studying listening to Chinese.What’s more important, it helps students master the knowledge of real and practicalhearing, let students face problems directly, and try to solve the problems. The selectedproblem is called "anchor", the teaching stage which determines the anchor is called"broken down", and the choice of problem must be closely related to the teachingcontent. Since this teaching mode stresses that the class should be student-centered, andunder the teacher’s knowledge interpretation and meaning construction, studentsactively experience learning process, so as to improve their enthusiasm of listeningstudy.This study is aimed to investigate how a Chinese listening course can improvestudents’ listening comprehension based on the anchored instruction model. Thesubjects were17students from Thammasat University who came to ChongqingUniversity for a summer course. A lesson plan was designed and shows based on thisanchored instruction model after literature review.Through the questionnaire and the performances of students between experimentaland control class in pre-training, while-training, and pro-training tests, combined withinterviews, this study shows that the teaching mode has obtained good teaching effect:(1)90%of the students are satisfied with the teaching mode;(2)student achievementin experimental class has risen, from the average score of81.75in the pre-training test,to87in the while-training test, fianlly to91.44in the pro-training test; while studentachievement in the control class hasn’t improved remarkalbly, from the average score of81.65in the pre-training test, to83.25in the while-training test, fianlly to82.65in thepro-training test; and (3)The interview results demonstrate that the anchored instructionmode plays an important role in improving their listening ability, and what’s more, afterthe training, they have made progresses in gaining confidence, communicating withclassmates, and listening actively to the listening materials, etc. Finally, this study applies Anchored instruction mode to the teaching of listening, puts forward somesuggestions to improve and perfect the application, so as to provide some futurelistening teaching reference.