Listening Pedagogy In Chinese As Foreign Language: A Discourse Analysis Approach

This article explores the nature of listening comprehension and reviews the study of discourse analysis. The research investigates the effectiveness of using discourse analysis in listening courses and takes 42 international students in International College in Zhejiang University as subject. More and more scholars regard listening comprehension as a positive decoding procedure of "bottom-up processing" and "top-bottom processing". The author believes using discourse analysis method in listening class would benefit listening comprehension. The key point of this article is to explore how to enhance students" listening skill by using discourse analysis method in listening class. The author conducted a research on the effectiveness of the pedagogy and took 42 international students as subject. At the first stage of the research, by using the SPSS software and T-test. these students were proved to be at the same level of listening skill. And after half semester's experiment, the data of the T-test showed that the class using discourse analysis method in listening class proved to have better listening skills. The author concludes that using discourse analysis in class can effectively improve the students'listening skill. At the end of the article, the author provides some suggestions to listening teaching:firstly, by using discourse analysis in class teachers could encourage students to pay attention to discourse structure. And secondly, teachers should organize the pre-listening preparations to trigger their background knowledge and should encourage them to retell what they have heard and pay attention to characters of Chinese discourse.