Comparison And Teaching Design Of Listening Textbooks For Junior And Intermediate Chinese As A Foreign Language Under Schema Theory

Textbooks of Chinese as a foreign language are one of the important sources for Chinese learners to acquire Chinese knowledge,Textbooks quality affects teaching effect to a great extent.Introduction before listening and listening topics and listening exercises and activities after listening is an important part of the content of the textbooks.Existing studies have shown that,at present,researchers have done a lot of analysis on Chinese teaching materials and teaching,some research results have also been obtained.However,the study of analyzing listening textbooks and designing teaching links from the perspective of schema theory is relatively weak.This paper will take schema theory as the theoretical basis,explore the essence of listening comprehension,explore the role of schemata in listening comprehension and teaching,analyze the reasons for the failure of listening comprehension.By comparing different types of Chinese listening textbooks,to understand where the four sets of listening materials reflect schema theory.And analyze its advantages and disadvantages and then carry on the teaching design.Finally,it summarizes the enlightenment of the schemata theory to the teaching and teaching of TCSL listening materials.The result of research shows that,listening comprehension,as the most common form of language comprehension,is an organic system of expressing concepts and purposes.Schema plays an important role in listening comprehension,which affects learners’ behaviors such as prediction,comprehension,reasoning and memory.The four sets of textbooks embody the application of schema theory in different degrees,Developing Chinese:There are no warm-up activities in the pre-listening stage,and there are no activities and exercises in the post-listening stage,but all the five schema types are involved in the middle listening stage.Han Yu Ting Li Jiao Cheng:In the pre-listening stage,10 multiple choice questions are arranged to activate students’strategic schemata.In the mid-listening stage,five schemata types are involved,but the course is finished after the listening exercises,and there is no post-listening stage.Qiang Hua Jiao Cheng:The pre-listening stage clearly lists a brainstorming section,which is used to activate students’ background knowledge and introduce new lessons.In the post-listening stage,two sections are set up,namely,I’ll Tell and Challenge,for reconstructing schematic knowledge.Road To Success:There are many forms of activities,which are not limited to topic discussion,but also take many forms in schema memory and reconstruction.Therefore,we should attach importance to the comprehensive application ability of schema,attach importance to its comprehensive application in every link,make full use of the advantages of the Internet,and create a variety of innovative listening and speaking activities.To establish a complete teaching mode and strengthen listening skills training to achieve the teaching goal of cultivating learners’ communicative competence in Chinese.