The Elementary Listening Instruction Of Teaching Chinese As A Foreign Langugage Based On "Scaffolding Instruction"

Listening,speaking,reading and writing are known as the four skills which are necessary for mastering a language,and listening ability ranks first.In the teaching of Chinese as a foreign language,listening teaching has always occupied an important position.Whether it is in communication or teaching,only by understanding the meaning of others' language,can one respond accordingly and the process of language communication can be continued.Listening teaching of Chinese as a foreign language is divided into three stages,the elementary listening teaching,intermediate listening teaching and advanced listening teaching.Elementary listening teaching is in the first place and is the basis of listening teaching.Comparatively speaking,there are still many problems in the elemetary listening class of Chinese as a foreign language.For example,the classroom atmosphe re is dull,the learning state of students is passive,the teaching content of the listening class is boring,and the teaching methods are single.The subject of this study is Lao students from Tongren University.The importance of listening in language learning is proved through the author' investigation of the needs of foreign students,and the design of scaffolding teaching methods is carried out according to the requirements of students.The aim is to design teaching and explore teaching methods to effectively improve students' listening ability in the elementary Chinese listening class for foreigners according to the model designed in this research.Good teaching design can help improve the quality of teaching.In this study,a one-semester teaching experiment is conducted among a total of 69 international students from 2 classes in school of international studies and education of Tongren University through a combination of qualitative and quantitative research.One class is randomly assigned as an exper imental class while the other class is positioned as a control class.Both classes are pre-tested before the experiment,and are post-tested after the experiment,and questionnaire surveys and interviews are conducted in the experimental class.After the data is collected,SPSS is used for data analysis and conclusions are drawn.This teaching experiment lasts for one semester.Data is collected by ways of test scores,questionnaires,and interviews,and test method is used to compare students' scores before and after the experiment.It is found that scaffolding teaching methods helps improve the listening ability of students in the class of elementary listening class of Chinese as a foreign language.Through questionnaires and interviews,we learn that students are very satisfied with the scaffolding teaching method.It is believed that the construction of scaffolds helps them think independently and activate the classroom atmosphere.At the same time,the teaching design model provided by this research not only offers a reference for teaching Chinese as a foreign language,but also provides teachers with a long-term effective model,which improves teachers' efficiency of preparing lessons as well as their teaching quality.This experiment provides new ideas and new models for the design of elementary listening classes of Chinese as a foreign language,which help improve learning effectiveness and quality of students in the classroom.However,there are still deficiencies in the study because the study only involves the international students in Tongren University.Therefore,the conclusion obtained is lack of pervasiveness.