| Post-listening retelling is a comprehensive language practice activity that combines listening and speaking.It helps to develop students’ memory,language application,and thinking.But in the current Chinese teaching environment of emphasizing reading and writing,post-listening retelling,as a way of listening and speaking training,post-listening retelling fails to play its role in teaching.In order to understand the actual situation of the Junior High School Chinese post-listening retelling,this study formulated the Junior High School Chinese post-listening retelling Evaluation Table based on the retelling requirements for the fourth stage students in the Compulsory Education Chinese Curriculum Standards and the actual retelling situation of junior high school Chinese.The evaluation table covers four aspects: completeness,accuracy,fluency,and highlighting key points.Secondly,this study conducted post-listening retelling tests and interviews in a school in Xiamen City.By analyzing the post-listening retelling performance data with the Junior High School Chinese post-listening retelling Evaluation Table,it was found that the post-listening retelling abilities of junior high school students improved as their grades increased.However,issues such as neglecting temporal and spatial transitional words,making interpretative errors,overusing ineffective verbal expressions,and improper content detail management were identified.Thirdly,this study organized the interview content of these students and discovered that imbalanced training in listening,speaking,reading,and writing,inefficient note-taking while listening,and low utilization of retelling strategies were significant factors affecting the students’ post-listening retelling abilities.Finally,rationally arranging retelling time,paying attention to the evaluation of post-listening retelling,and constructing post-listening retelling scaffolding to promote the development of junior high school Chinese post-listening retelling abilities. |
