The Problems And Suggestions Of Chinese Listening Teaching

Now in most universities Chinese language courses are divided into listening, speaking, reading and writing courses. Listening course is also a compulsory course. Listening skills are very important for the development of other language skills. But listening class as a separate class-type is often more difficult for both students and teachers, the general effect of actual listening teaching is not satisfying. To solve this problem, many scholars improved it from the curriculum, teaching materials, listening skills and achieved many results. The reason of which restricts the development of listening teaching need to be found and resolved. The listening teaching effects are need to be improved.This paper use communication perspective in key sections connect with the theory of pedagogy, psychology to study listening classes. In the activity of listening teaching, listening teachers are communicators, students are the audiences, communicators and the audiences are two main bodies in the classes. In classroom Listening is a bidirectional activity, the communicator and the audience will be transformed into each other; listening teachers, students, teaching materials and media are all factors that affect hearing effects of classroom communication.An investigation of students and listening teachers in the primary and middle Chinese level in Shandong University and Beijing Language Culture University was taken. Questionnaires and interviews are taken as the main way to study the characteristics of the main communicators and their evaluation and recommendations to the effects on the the classroom and communication elements. There are a total of 171 valid questionnaires, of which 163 are from students,8 questionnaires are from listening teachers; interviewing 8 listening teachers,5 advanced audiolingual-visua students. Survey results show that more than 90% of teachers and student's agree with the importance of foreign language courses; but students'satisfaction with the process of classroom communication is not ideal; the most important factors which influence satisfaction of foreign students are teaching materials and teaching methods; difficulty of teaching materials is connected to student anxiety to a certain extent, but teaching methods have a direct impact to student interest and attention; listening teachers and students perfer audiolingual-visual Lessons, but the conditions like teaching materials need to be developed for implementing the audiolingual-visual Lessons.According to problems reflected from the survey, a summary analysis is made and feasible suggestions are put forward. First of all, paying attention to student feedback and gathering feedback comprehensively; Secondly, improving the listening materials according to the needs of students and suggestions of teachers, paying attention to the diversity, facticity and difficulty of listening materials, exploiting different Audio-visual materials of different stages of students; Thirdly, using appropriate teaching methods, paying attention to the diversity and communication of teaching methods; Finally, optimizing curriculum, improving the conditions of implementing audiolingual-visual Lessons.