Chinese Intermediate Listening Teaching Design Under The Guidance Of The Schema Theory

After decades of development, the discipline construction of teaching Chinese as a foreign language moves to maturity progressively. As the four basic skills of language learning, listening, speaking, reading and writing, "listening" holds an important place in Chinese learning. However, in teaching Chinese as a foreign language, the development of various disciplines is imbalanced, and the researches about listening material and course design of listening teaching are relatively less. The study of listening-comprehension in teaching Chinese as a foreign language has a long way to go.Many scholars have explored listening-comprehension in teaching Chinese as a foreign language based on different teaching theory and teaching methodology, such as task-based teaching method, the audiolingual method, audio-visual method, etc. But the exploration of schema theory is often used for research of Chinese as a foreign language on reading class, which is seldom used in listening course. There is no research about regulation strategies of students' emotion in the process of listening teaching. Therefore, combining with the two theories, this article attempts to investigate and study the present situation of Chinese intermediate listening teaching from the perspective of cognition guided by schema theory and of emotion regulation guided by the affective filter hypothesis. It aims to construct reasonable teaching design on the basis of the above, and the try to make a new exploration to the mode of Chinese intermediate listening teaching.The first part of this paper is the introduction which firstly introduces the research background and significance, and secondly systematically elaborate on the theory of schema and affective filter hypothesis respectively. Then, it summarizes theoretical achievements of predecessors in the application of Chinese listening comprehension teaching with respect to schema theory and the affective filter hypothesis and provides theoretical basis for the subsequent inquiry.From the perspectives of teaching methods, students, teaching material and exercise design, the second part analyzes the current situation of Chinese intermediate listening teaching, and points out that the teaching methods are relatively traditional and conservative, most of the teaching ideas lag behind the research of other courses of Chinese as a foreign language, and mechanical teaching mode is difficult to achieve the desired learning effect in the process of listening comprehension teaching presently. Students have few interests in learning listening comprehension course and their learning motivation is not strong. With high function of affective filter, their anxiety is much more serious; Too many vocabularies in listening teaching material and improper length of corpus selected have caused hearing burden to students; The exercises of listening comprehension are relatively single in methods and small in quantity.The third part explores the schema theory and the affective filter hypothesis in the application of different stages of the listening comprehension. Before listening, the guiding method of the establishment of language schemata, content schemata and structure pattern, and its regulation strategy of emotion; In the middle of listening, the facts of information retrieval and decoding, and interference in the process of listening comprehension, and the control of anxious emotion; after listening, the consolidation of old schema, the establishment of a new schema and emotion regulation strategies to the students.The fourth part makes the exploration of teaching design based on the Chinese intermediate listening teaching pattern under the guidance of proposed scheme and the affective filter hypothesis.The fifth part puts into practice the effect of Chinese intermediate listening teaching design under the guidance of schema and the affective filter hypothesis through the teaching experiment, and puts forward the teaching design.The sixth part, conclusion, discusses the achievements and shortcomings of this study.