A Study On The Primary School Listening Teaching On The Bases Of Working Memory

Listening teaching, along with the reading, speaking, writing, is one component of Chinese teaching and it plays an important role in language learning and communication. Although "The Chinese -teaching Syllabus" published in the 1986 has laid emphasis on the listening teaching, the first language teaching is always sensitive-oriented. Syllabus researchers and Chinese teachers never have a scientific analysis on the students' listening process and listening psychology reaction. So the listening practicing is always vacant in the teaching.To explore the essence of listening process, this thesis is based on the framework of working memory (Baddeley, 1974), which can explain the psychology mechanics during the listening and give the direction to the listening.The first part is the introduction. First introduce the subject, the significance and the value of the research, then retrospect the current study of listening and listening teaching. Then introduce the definition of working memory, classification the role it played in the listening activity.The second part is the main part of the thesis. This part presents theoretical insights into listening process. According to the two layers mental activities in receiving information, we divided the listening process into two parts: detail listening and main idea listening. And explain the correlation of short-term and long-term memory and the factors that affect the working memory.The third part is the extension of the thesis. After exploring the strategies of detail listening, main-idea listening and the characteristics of primary students' listening. We hope to give some implication to the Chinese teaching in the primary school.The fourth part is the summary of the thesis. Get the main ideas of the thesis and explore the main questions that still need to be solved.In brief, with the bases of working memory, this thesis will explore the content and methods of primary students' listening. Through the analysis, we can see obviously that listening activity is finished with the support of short-term memory and long-term memory. The ability of working memory decided the degree of listening. I hope this research can give some implications to the reform of primary school Chinese listening.