A Tentative Study On Formative Assessment In Elementary Chinese Listening Course

Listening is one of the main courses in today's domestic Chinese teaching. On the basis of observation and survey, it can be found that a large quantity of international students is uninterested in listening classes. Their absence, distraction and failure in examination have a bad effect on their listening skills improvement. It is also an obstacle for them to learn other Chinese language skills.Based on theories of multi-intelligence, constructivism and learning motivation, this article tries to apply Action Research theories and methods to Chinese listening class. Formative assessment is not only helpful to make students care about their studies and make progress, but also beneficial for both teachers and students to make adjustment in the process of teaching and learning.This study was conducted among 28 elementary students in College of International Cultural Exchange, Huazhong Normal University during 12 weeks. Classroom observation, class exercises and test, after-class talk and questionnaire were employed as major tools to see the feasibility of formative assessment and its effectiveness in Chinese listening class.Research shows that formative assessment was effective in arousing students' interest and motivation, enhancing their participation to class and improving their listening skills. This interest and motivation is aroused from inside instead of outside. Thus once it has formed, it will influence students study behavior in a long term, which could not be replaced by other assessments. It also shows that the theories and methods of Action Research should be a feasible and efficient way in the classroom of Chinese as a second language.