Research On Chinese Text Listening Comprehension Based On Semantic Diagram

The semantic diagram is a new knowledge visualization tool developed in recent years,featuring semantic modeling,semantic recommendation,and dynamic simulation.Many teachers have begun to explore how to apply the semantic diagram to different disciplines since the researcher proposed this concept.Through teaching practice research,everyone generally believes that a semantic diagram tool is beneficial for deep learning.Using a semantic diagram tool to learn various knowledge can not only motivate learners to learn listening texts actively but also assist learners to establish a complete knowledge network.Therefore,this study introduces semantic diagrams into Chinese text listening comprehension so that it can help Chinese learners solve learning problems that have long held back.After the four-stage learning in the Chinese Listening Program,most of the subjects who used the semantic diagram to learn have achieved good academic results.To sum up,the effects of semantic diagram applied in Chinese text listening learning are mainly embodied in the following three aspects:First of all,the visual representation function of the semantic diagram has a great impact on the learning of Chinese multi-proposition listening texts.As an emerging knowledge visualization tool,visual representation of knowledge is the fundamental function of semantic illustration.Subjects in the experimental group used the visual representation function of the semantic diagram tool to learn listening texts,while subjects in the control group didn’t.Through the independent sample t-test on the learning data of the two groups,there are no significant differences between the experimental group and the control group in the Chinese single-proposition text listening learning.However,there exist differences between the two groups in the Chinese multi-proposition text listening learning.Most of the learning data of the two groups have significant differences.This result verifies a point of view:Semantic diagrams are suitable for high-level and complex learning tasks.Secondly,using the semantic comparison function of semantic diagrams to learn Chinese listening texts can significantly improve learners’ text listening comprehension performance.The semantic comparison function is the feature of the semantic diagram.After drawing the semantic diagram of the Chinese listening text,learners can compare it with the semantic diagram in the expert system to find and correct the knowledge errors and omissions in the learning process,thereby improving their text listening performance.This study conducted the paired sample t-test of the second and third stages of learning data of the same type of listening text in the experimental group.The results showed that their learning performance in the third stage,which using semantic comparison function to learn listening texts,was significantly better than the second stage of which not using semantic comparison function to learn listening texts.What’s more,there are significant differences between stage-two and stage-three learning data.It concludes that the comparison function of the semantic diagram is effective for all types of text-listening learning.Finally,learners’ internalization of the semantic diagram learning skills generally occurs in text listening learning with plenty of exercises.In the fourth stage of the Chinese Listening Program,part of the subjects from the experimental groups detached from the semantic diagram tool and learned the listening texts by silently drawing the semantic diagram in their minds.This study conducted the Wilcoxon signed-rank test of learning data on the same type of listening text in the third and fourth stages.The results showed that they could achieve the internalization of the semantic diagram learning skills in a large number of listening text learning,such as event-type single proposition text listening,character-type single proposition text listening,and event-type superposition multi-proposition text listening.A large number of listening texts in the Chinese Listening Program usually means that the learners have more opportunities to practice,and they are more likely to realize the internalization of the semantic diagram learning skills.Throughout the whole study,it is not difficult to find that the innovations of this study are mainly reflected in the following two aspects.First,it is the first time to integrate the semantic diagram into Chinese text listening comprehension.The final learning results indicate that this attempt is quite successful.At present,the applied research of the semantic diagram mainly focuses on mathematic and science learning,but seldom focuses on second language learning.Among the few applied research on second language learning,researchers mostly focus on vocabulary learning and text reading comprehension.Few researchers pay attention to the applied research on semantic diagrams in text listening comprehension.This study indicates that the semantic diagram can not only be well integrated with Chinese text listening comprehension but also improve the learners’ text-listening comprehension.Second,in the learning of Chinese text listening,the semantic diagram is not suitable for any listening text learning.It has its scope of application.As mentioned earlier,compared to the listening learning of Chinese single-proposition texts,semantic diagrams are more suitable for learning Chinese multi-proposition listening texts.Besides,it is also suitable for event-type text listening,but not suitable for location-type text listening.Overall,this study has both theoretical and practical significance.The theoretical significance of this study lies in enriching and developing semantic diagram theory.In terms of practice,this study provides Chinese learners with a good method,which is called semantic mapping,to solve the problems in text listening.At the same time,it has laid a solid foundation for the design and development of learning tools in Chinese multimedia listening textbooks.