The Study Of Chinese Listening Teaching To Korean Students Of Intermediate Level Based On Schema Theory

As a cognitive activity, listening is a language input skill which is used mostly and most frequently in people’s daily communication, which is also indispensable to language acquisition. However, listening lesson has not yet been paid proper attention in teaching Chinese as a second language (TCSL) for a long time. Compared with oral Chinese lesson and intensive reading lesson, listening lesson is still in the relatively backward state either in the update of teaching theory or in the application of new teaching method. Therefore, it is particularly important for the majority of teachers of TCSL to strengthen depth and width of theoretical research, adopt the method of combination of theory and practice to search for an effective approach to enhance efficiency of Chinese listening teaching.Based on the questionnaire survey to the state of intermediate-level South Korean Students’Chinese listening learning and current situation of listening teaching, this paper analyzes and summarizes the principal problems which listening teaching of TCSL currently encounters in teaching contents, methods and the South Korean students’listening learning needs and learning process. This paper also conducts detailed analysis on cognitive process of listening comprehension from the perspective of schema theory based on reviewing and combing the related previous research achievement. On the basis of summarizing and referring to other schema cognitive models, this paper puts forward firstly the "Listening cognitive model based on schema theory", and establishes initially "Listening teaching model of TCSL based on schema theory", and carries out teaching design to Korean intermediate Chinese listening lesson combining with concrete examples on this basis. Finally, the writer conducted positive analysis and investigation to implementing effect of teaching design combining with concrete teaching practice.This paper conducts exploratory research to listening teaching model of TCSL which is based on schema theory by combining questionnaire survey, descriptive analysis, and positive analysis, attempts to establish cognitive model. Final teaching experiment results shows that"Listening cognitive model based on schema theory" and "Listening teaching model of TCSL based on schema theory" constructed in this paper are more in line with the cognitive law of language understanding. Relative schema activation, extraction, accumulation and consolidation strategies, which are designed and implemented by teachers according to the concept of schema theory during different stages of listening cognition, contribute to activate relative schema knowledge such as language and knowledge which are pre-existing in students’mind, so as to enhance the students’input, storage, process, conversion, extraction and output efficiency to listening information, and then improve listening teaching efficiency of TCSL fundamentally.