The Study Of Cognitive Functional Approach Applied In Primary Chinese Listening Class

Chinese language courses were divided into different sections according to their functions in 1980s, since then listening course has become more and more important as an independent course. More researches have been done in every aspect of this course, including listening course, listening materials, listening teaching skills and so on. We have achieved a lot in this area while there are still many problems waiting to be solved. As to the primary phase of mixed teaching listening, the related research still has a long way to go.Focusing on Chinese language teaching work, cognitive functional approach sets up a brand new theory of Chinese language teaching on the basis of teaching practice. Yet, people seldom pay attention to it till now and no relative research into cognitive functional approach has been found in listening teaching activity. Thus, we still need to study more to know whether it’s workable to utilize cognitive functional approach in primary Chinese listening teaching work.On the basis of investigation and interview of learners and teachers of primary Chinese listening course, the analysis of the situation and problems now in the teaching of Chinese listening course and combination with basic theories of cognitive functional approaches, this four basic principles have been pointed out in this thesis when cognitive functional approach is used in practical teaching work:training of listening and communication skills based on students as main body and teacher-oriented; stick to the principle that listening is understanding and listening should be understandable; cognition of corpus input process with providing of functional corpus; improve understanding ability by setting up language situation. Thereafter, with the combination of teaching practice in primary Chinese listening class, this teaching activity is divided into preparation phase before listening, operation phase during listening, consolidation phase after listening and the last phase of extracurricular listening activities under correct guidance. We also summarize some specific teaching policies and methods to guide Chinese listening teaching in primary stage better in practice using this theory.I hope that it’s helpful to improve Chinese listening teaching level and satisfy the demands and purposes of listening teaching by studying the connection of cognitive functional approach and primary Chinese listening teaching activity. Meanwhile, people are expected to take a more objective and correct attitude to this new teaching method after introducing the core theory and principle of cognitive functional approach, and to gain more ways and strength for the development of Chinese teaching career.