Instructional Design Of The Mongolian Students In Preliminary Chinese Listening Teaching

As the bilateral economic trade cooperation has developed very quickly between China and Mongolia, there has been ever greater demand for mandarin learning in Mongolia. More and more Mongolia students choose to study in China. For the elementary mandarin learners,Chinese listening is very important and difficulty. The educational exchanges and cooperation started from 1952, and have expanded and yielded many fruits in these 64 years. According to some statistics, there have been about 8,000 Mongolia students come to study in China. As Chinese and Mongolian languages belong to different language family which bring Mongolia students learning Chinese very difficult, especially in listening instruction. There are a lot of psychological factors Mongolian students, mother tongue interference, basic knowledge of the language, cultural background, and an inadequate amount of vocabulary to listening comprehension. Elementary Mandarin learners need do a lot of mandarin listening practices to lay the foundation of communication with Chinese in the future. This paper analyzes the objects of instructional design in details to learn their background, learning characters, learning motivation and so on. Then make elementary Chinese Listening-teaching design according to the teaching content and teaching condition.The first chapter, it is the preface, to introduce the topics of this study cause, research content and methods, the relevant literature review of foreign and domestic teaching design and teaching Chinese as a foreign language teaching design. It is includes the description of Chinese listening general situation of Mongolia students and the research background and status.The second chapter is front analysis of Mongolia students’ Chinese listening. It includes the mandarin teachers, the teaching plan, and the analysis of teaching material and the analysis of learning needs assessment, learners, teaching material, and the reasons of choose When do you get up every day.The third chapter is the teaching design of When do you get up every day. Specifically, it shows how to design the class based on seven aspects of teaching objective, contents, targets,emphasis, schedule, resources and process.The fourth chapter is the conclusion, introducing problems needing attention incomprehensive class. It explores how to teach grammar, how to use inter-language and why most students think Chinese listening is boring in Chinese teaching as a foreign language. I hope it can be a reference for the teaching of Chinese listening.