Research On Application Of Integrated Teaching Approach In Advanced Listening Teaching Of Chinese As A Foreign Language

An effective language input is a prerequisite for language learning, so it is of great significance to improve listening skills of learners. Two factors cause the low efficiency of listening teaching. One is language barriers while the other one is non-language barriers. Language barrier factors include pronunciation, semantics, language knowledge and mother tongue inference. Non-language barrier factors include cultural background knowledge, psychological factors and other factors. At the present stage, in advanced listening teaching of Chinese as a foreign language, teachers encounter difficulties in pronunciation, semantics and speaking speed. In listening teaching, teachers should make a reasonable combination of the audio-lingual method, the audio-visual method and cognitive method as three teaching methods, and use the integrate teaching approach to solve corresponding problems in pronunciation, semantics and speaking speed in listening teaching in a targeted way. Using the integrated teaching approach in the class-preparing stage, class-delivering stage, after-class feedback-giving stage, and after-class reflection stage can help learners to analyze, understand and remember listening materials and improve their information-retrieving, information-understanding, information-predicting and information-inputting and outputting skills. A case study is made of the text “Following you to learn financial management” in “Developing Chinese: Advanced Listening Course”. The integrated teaching approach is used to solve common problems and difficulties in listening courses.