A Comparative Study Of Production-oriented Approach And Task-based Approach In Chinese Intermediate Listening Teaching

"Listening,speaking,reading and writing" are the four basic skills in the teaching of Chinese as a second language,and "listening" is the key to the whole language teaching.Currently,there are problems with low classroom efficiency,insufficient student interest,and low classroom participation in intermediate Chinese listening classes for international students.In order to solve the above problems,this paper applies the output-oriented method and the task-based method respectively to the intermediate Chinese listening class,and conducts an empirical study to explore the influence of the two methods on improving students’ listening performance and classroom participation.The author carried out a semester of teaching experiments,mainly exploring the following two questions:(1)What are the different influences of output-oriented method and task-based method on listening performance of intermediate Chinese students in listening teaching?(2)What are the different influences of output-oriented method and task-based method on the listening teaching participation of intermediate Chinese students? Based on Krashen’s input hypothesis and Swain’s output hypothesis,32 students from the Chinese Intermediate class of School of International Education,Xi ’an Shiyou University were selected as test objects to conduct teaching experiments.First of all,through the intermediate Chinese class pre-test results and questionnaire to understand the basic learning situation of students.Secondly,this paper takes "I want to buy an electronic Dictionary" in the textbook of "Developing Chinese Intermediate Listening Ⅰ" as an example,and applies the two teaching methods respectively in the teaching of intermediate Chinese listening.Then,SPSS statistical software was used to analyze the data of listening post-test results and classroom participation questionnaire of the experimental class.Finally,this paper gives some reflections and suggestions on intermediate Chinese listening teaching.The results show that both Production-oriented approach and task-based approach can improve the effectiveness of intermediate Chinese listening class,but the difference lies in that production-oriented approach is superior to task-based method in improving the outcome index;Task-based approach is superior to Production-oriented approach in improving the process index.Therefore,when putting forward suggestions on the use of teaching methods for front-line teachers,it does not adopt the "one-sided" view,but gives suggestions on the rational combination of multiple teaching methods,flexible use according to teaching situations and exploration of new teaching modes in practice after analyzing the advantages and disadvantages of the two teaching methods.Although this paper has conducted a comparative empirical study on the two teaching methods,it still needs to be further studied by other scholars due to insufficient teaching samples and other reasons.