Developing Chinese Of Listening Course:How To Compile Chinese Listening Textbook In The Intermediate Stage

In teaching Chinese as a foreign language, listening teaching is very important. No matter standing on the perspective of language learning, or on the perspective of learners’ needs, listening is always prior to speaking, reading or writing. And textbook writing is an important link in teaching. The text books must conform to the teaching target, principle and requirements, and also according to the student’s actual demand of the teaching material, so that we would have good teaching effect. Currently the research of TCSL listening material is still not perfect. What’s more, many teachers reflect it’s hard to choose a useful teaching material, and learners also feel listening course is boring, so that it’s hard to mention interest. According to these, the listening class attendance rate is low; the study result is bad, maybe the writing of the textbook is the main influence factor.Firstly, by means of statistics, we could know much data of the <development of Chinese·intermediate listening Ⅱ> on various aspects, including the text corpus of literature and subject type, the length of corpus, the proportion of new words, the recording speed, and all kinds of exercises topic quantity, frequency, difficulty degree. And then combined with other intermediate listening materials data, we would contrast analysis of the advantages and disadvantages of materials within the scope of its adaptation.By conducting a questionnaire survey, then we got feedback of the students who come from two universities in Wuhan intermediate on listening textbooks and listening teaching.According to the questionnaire results and data analysis, and the author’s teaching practice, we put forward the following suggestions about writing Chinese intermediate listening materials:1. Warming up before listening-it is necessary to speak up, but practice form can different from practice after hearing, the quality should be reduced, more practical.2. The processing should have a higher demand on the practicality and communicative; the subject should be wider and deeper compared with the primary stage.3. Increasing diversity in the corpus genre; keeping the narrative and dialogue under the premise of subject status, decrease the dialogue corpus, to add some other type of genre, such as in some practical document (notice, notice, weather forecast, meeting summary, etc.), news reports, interviews, TV plays, cross talk, songs, etc.4. Pay more attention to timeliness, especially the current social event and hot spots. Must be taken into account when writing in the word semantic and pragmatic aspects of some of the changes will be; Cultural custom materials and behavior subject materials, cultural differences will affect the effect of listening comprehension, the teaching material can supply corresponding background knowledge, teachers should teach timely.5. The length of the materials should be given priority to 300-600 words, long materials with more than 600 words should be controlled within a third, or be divided into sections to listen to.6. We should increase the amount of new words, through practicing as many times as possible and cooperating with other courses, especially the comprehensive course, increasing the version of mixed words and grammar points.7. Guaranteeing a certain fixed topic on practice form, adding some interesting and creative topic, so that the diversity would be increasing. We should focus on the practice of "reading and speaking after listening". The medium difficult topic should be accounted for most, reaching 80% is better; the two levels of easy and difficult ratio is small, the proportion of the more difficult is between whether, and we could appropriately adjusted it according to the difficulty of the text corpus.8. Intermediate stage skills training could edge on enhancing the abilities such as rapid response, association and speculation, retrieve and monitor and summarize and so on. And other several listening skills should be appropriate trained. The topic quantities of all kinds of micro skills training should not only rich and varied, but balanced.9. Teachers should understand students’situation timely, then adjust the teaching goal flexibly, increase the interactive activities, or adapt practice forms creatively. "Listening, speaking, reading and writing" hearing "said after listening to" and "write" after listening to, the connection between the enhancement and other class cohesion; Teachers should lead students to consciously summed up listening skills and methods, exchange experience.We hope that this research could offer some inspiration for textbook writers who would create more high-quality materials. In addition, we expect to provide some reference for intermediate listening teachers, who could carry out the teaching in the familiar with the advantages and disadvantages of the teaching material, on the basis of appropriate changes according to actual condition, so that the teaching materials will be take full advantage better.