The Designment Of Questions For Teaching Chinese Primary Listening

Teaching Listening of Chinese as a foreign language has always been difficult toteach and to learn compared with other technical ability courses.It seems hard to have aconsiderable improvement in Chinese Listening for the new learners.And the teacher alsoneed to handle many skills and strategies on listening teaching, especially on teacher’squestioning.It’s obvious that questioning makes great efforts in primary class.And thetheoretical research also has been very fruitful.The paper based on the related research,with the use of Krashen’s “i+1”input hypothesis and the relevant knowledge ofpsychology,try to analyze the process of the elementary Chinese Listening class, and tomake the questioning designment.With the test of questionnaire survey, individualinterview, class observation and live recording,etc,the actual class record will be transcriptand be analyzed through specific cases.The structure of the article is divided into five parts. The first chapter is theintroduction about the review of relevant theoretical researches and questioning theories.The second chapter is the analysis of questionnaire and individual interview. Chapter3isthe transcription about the recording of live teaching in class,with several typical casesincluding three aspects: the question types,the difficulty of questions,and questionsfeedback. The4chapter is the suggestions for listening questioning. It mainly be carry outin three aspects: before questioning, questioning, questioning after. Finally the fifthchapter is the designment of questioning based on the 《Primary Chinese listening course》pressed from the Beijing language and culture University.Hope it can provide somereferences for primary listening teaching of Chinese as a foreign language.The innovation of the article is analysis and designment on questioning in theelementary Chinese Listening class. Of course the shortage is that it’s simple to transferthe record in text,and only select the strategy in the experiment teaching classroomwithout systematical introduction.