The Audion-Visual Language Teaching Practice In Chinese Teaching In Korea

Movies and television and other audio-visual language teaching in recent years are more and more used in second language teaching practice. The Korean Chinese teaching introduced the TV drama and audio-visual language material in class. The theoretical analysis and practical research has also drawn a lot of people’s attention.However, what is the theoretical basis of the audio-visual language teaching, what are the advantages of the audio-visual language teaching compared with traditional teaching methods, whether it can make up for the lack of cultural teaching, whether it can significantly improve the students’actual language communicative competence, what is the role of it on developing students’comprehensive Chinese proficiency, whether it can completely replace the traditional teaching methods, and these are very worthwhile to research.This paper first reviews the technical aspects of the second language pedagogy representative and this article is more related to the traditional teaching of the genre and modern teaching methods genre and the author combs about previous reseaches on the audio-visual language teaching cases with Chinese visual media materials and attempts to find the theoretical basis of the audio-visual language teaching from the classical theory of second language acquisition. In order to have a more direct and empirical research, the author observed TV drama Chinese lessons in Korea and conducted a survey among students in class. Theoretical research and empirical analysis shows, the audio-visual language teaching has many obvious advantages compared to traditional teaching methods, the audio-visual language teaching can be very good to make up for the lack of cultural teaching, the audio-visual language teaching improves students’language communication ability, and it has a comparatively good effect on developing students’comprehensive Chinese proficiency. However, the audio-visual language teaching has its own limitations, and can not completely replace traditional teaching methods.Based on the above study, the author also tentatively designed the audio-visual language teaching program for Korean students with intermediate Chinese level, taking drama "Beijing love story" as an example.