A Study Of Classroom Interaction In Intermediate Chinese Listening Course

Teaching Chinese as a foreign language includes three basic courses: reading,speaking and listening. We can easily find that listening course is usually of low attendance among these three. One obvious reason is that: the classroom activities in listening course are too stereotyped. Students listen to the tape again and again, and then have the answers checked. It lacks in classroom interaction, so students lose the interests gradually.It's universally acknowledged by scholars that: Although there is no necessary cause-and-effect relationship between classroom interaction and the effect of language teaching, classroom interaction provides very good condition for the language teaching. The significance of classroom interaction is very obvious to intermediate Chinese listening course. Classroom interaction can not only be beneficial to make a full use of the leading role of teachers to guarantee the efficient process of classroom teaching, but also advantageous to the active classroom. It's helpful for the Chinese learner's study enthusiasm, initiative, motive, and listening comprehension ability. It provides a good language input and output environment to the learners. What's more, classroom interaction can strengthen the emotional exchange between teacher and students, and promote learning, as well as studies.This thesis is based on Interaction Hypothesis and Schema Theory, and aims to research the current situation of classroom interaction in intermediate Chinese listening course and explore how to improve classroom interaction in intermediate Chinese listening course. Through observation and research to authentic listening class, the thesis analyzes the current situation of classroom interaction, and researches interactive teaching forms in intermediate Chinese listening course, from the aspects of teacher, students (the two subjects of classroom interaction) and teaching resource (the main factor influencing classroom interaction). Besides, the thesis explores how to improve classroom interaction and applies interactive activities to Intermediate Chinese listening course.There are six chapters, as the following: Chapter one is to introduce the significance, content and method of the research; Chapter two is the literature review of theoretical background, the definition of classroom interaction, significance to the language teaching and the domestic and foreign research on classroom interaction; Chapter three: Analysis to the current situation of classroom interaction in intermediate Chinese listening course: from the aspects of teacher, students (the two subjects of classroom interaction) and teaching resource (the main factor influencing classroom interaction); Chapter four: To research how to improve classroom interaction in four main kinds of interactive activities in intermediate Chinese listening course; Chapter five is to discuss how to apply these interactive activities to three main links of listening course; Chapter six: Conclusion. Limitation and implication for further research.