TRƯỜNG ĐẠI HỌC HẢI PHÒNG ĐỀ TÀI NCKH CẤP TRƯỜNG NĂM HỌC 2017 - 2018 MỘT SỐ BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG TRONG VIỆC GIẢNG DẠY HỌC PHẦN NGHE TIẾNG HÁN TRUNG CẤP TẠI TRƯỜNG ĐẠI HỌC HẢI P
选题理由
Since Vietnam implemented its reform and open-door policy, international cooperation, particularly between Vietnam and China, has become increasingly extensive and profound Language plays a crucial role in facilitating cooperation among nations, and Chinese is no exception The use of Chinese in Vietnam has been steadily rising, with several waves of interest in the language over the past two decades Chinese language education in Vietnam has expanded from higher education institutions to high schools, middle schools, and various training centers, making it the second most studied language after English The ultimate goal of training Chinese language professionals is to meet the specialized needs across Vietnam In this context, Vietnamese Chinese language education must continuously innovate its methods and content to align with societal demands.
In most higher education institutions in Vietnam, intermediate Chinese language teaching is structured around listening, speaking, reading, and writing Listening is crucial for enhancing students' Chinese communication skills, making effective listening instruction essential for language proficiency At Hai Phong University, intermediate Chinese listening classes are held twice a week However, the limited class time and various teaching challenges hinder effective learning Teachers often briefly address new vocabulary, play recordings, and then assign exercises, which fails to engage students or fully utilize their abilities The lack of interactive activities between teachers and students results in a generally unresponsive atmosphere, leading to poor teaching outcomes and unmet educational goals.
Current research on Chinese language teaching in Vietnam primarily focuses on issues such as language comparison, error analysis, textbook development, and teaching methods However, there is a notable lack of studies examining the effectiveness of specific types of Chinese language classes in the classroom setting.
As a Chinese language teacher at Haiphong University, I believe that listening classes are a crucial component of intermediate Chinese language instruction Improving teaching methods in this area is essential for enhancing the quality of Chinese undergraduate education at Haiphong University Therefore, I have chosen to research "Problems and Strategies in Intermediate Chinese Listening Teaching at Haiphong University" as my study topic My aim is to provide valuable reference materials for Vietnamese Chinese learners and teachers.
研究目的
本文的研究目的是：
（1）通过海防大学汉语听力课的实际考察与分析，阐明其优劣；
Based on an analysis of the strengths and weaknesses, it is essential to establish the significance and role of Hai Phong University teachers in teaching listening courses This will promote the development of undergraduate education at Hai Phong University and enhance the quality of Chinese language teaching and learning.
（3）为汉语学习者和汉语教师提供一份参考资料。
研究方法
本文主要采用如下的研究方法：
The literature review method involves analyzing, summarizing, and synthesizing collected relevant materials, aiming to establish a solid foundation for the associated research paper.
This article investigates the teaching and learning of intermediate-level listening courses in the Chinese language program at Hai Phong University, utilizing survey and observation methods to gather comprehensive insights.
（3）分析法：对调查所获的结果进行分析，阐明其优劣。
除了以上所列的研究方法以外，本人还使用例证法、描写法、归纳法等。
研究对象及范围
本文的研究对象是中级汉语听力课教学。
This article investigates the teaching and learning conditions of intermediate-level listening courses in the Chinese language program at Hai Phong University The study utilizes the textbook edited by Yang Xuemei and Hu Bo, published in 2000 by Beijing Language University Press.
《汉语听力教程》第一版。
本文结构
本文除了前言、结语、 目录及参考文献以外, 共分以下三章:
第一章 汉语听力教学的相关理论基础
第二章 海防大学中级汉语听力教学实践调查
第三章 海防大学中级汉语听力教学应对与问题解决
汉语听力教学的相关理论基础
汉语作为第二语言教学概说
Chinese is one of the most widely spoken languages in the world, holding significant importance in today's globalized era as China emerges as a "world dragon" and "world factory" on the economic stage Recognized as one of the six major universal languages, the popularity of Chinese has surged in Vietnam since the implementation of the reform and opening-up policy, attracting many learners An increasing number of individuals aspire to engage in teaching Chinese as a second language, which is both an academic discipline and a professional pursuit To be effective in this role, educators must possess a solid understanding of the characteristics and principles of teaching Chinese as a second language.
1.1.1汉语作为第二语言教学的特点
The characteristics of teaching Chinese as a second language are primarily defined by its phonetics, vocabulary, grammar, and the unique features of Chinese characters These traits can be better understood through comparisons with other languages such as English, German, Japanese, Korean, and Vietnamese.
(1)在语音方面，汉语的音节结构简单，音节界限分明。汉语有400 多个基
In Mandarin Chinese, there are over 1,200 syllables when considering the four tones, which learners need to master The composition of Chinese syllables, including tones and rhymes, follows strict rules, making it easier to learn as there are no silent syllables Additionally, the majority of Chinese words are either single-syllable or double-syllable, with single and double-syllable words accounting for 85.6% of the total vocabulary, according to the "Modern Chinese Frequency Dictionary" compiled by Beijing Language and Culture University The trend towards double-syllable words is a significant development in the language Compared to other languages like English, German, and Russian, the phonetic structure of Mandarin reflects an economic characteristic.
Chinese vocabulary is characterized by a limited number of syllables, making it easier to remember The structure of Chinese words primarily relies on root compounding, where most monosyllabic morphemes can stand alone as words, allowing for a clear connection between word meaning and morpheme significance (e.g., swimming trunks, gloves, January) Additionally, the flexibility of Chinese structural methods aligns closely with the sentence formation rules that combine words into phrases, utilizing five basic structural types: attributive, coordinate, subject-predicate, complement, and object-predicate Furthermore, the coverage of commonly used words in Chinese is relatively high compared to languages like English and Russian.
Teaching Chinese as a second language presents challenges in vocabulary acquisition The language features numerous synonyms and near-synonyms, a rich variety of measure words and modal particles, and a wealth of fixed four-character idioms Additionally, modern Chinese retains many ancient terms, showcasing the richness of its vocabulary while increasing the learning burden for students Foreign loanwords in Chinese are often transformed through word formation processes, with few being simple transliterations like "coffee" or "rubles." Most are adapted with added meanings or classifications, making it difficult for learners to connect them to their native language vocabulary.
One of the most distinctive features of Chinese grammar is the absence of strict morphological changes Nouns do not require declension, and verbs do not need to be inflected for person, gender, number, tense, or aspect In many instances, Chinese simply arranges words in a specific order without the need for additional components, resulting in a clear and concise structural form This approach avoids redundant expressions of grammatical meaning and unnecessary elements within sentences Compared to the numerous inflectional variations found in Indo-European languages, Chinese grammar can be considered relatively straightforward.
Learning Chinese presents significant challenges, particularly due to the complexity of Chinese characters For learners accustomed to phonetic scripts, the logographic nature of Chinese characters—where each character typically represents a single syllable—can be daunting, making them difficult to recognize, remember, and write Long-term teaching practices indicate that characters are a primary obstacle for many learners However, the phonetics, vocabulary, and grammar of Chinese are relatively efficient and straightforward, enhancing communication speed and effectiveness Research shows that English vocabulary in scientific texts is approximately double that of equivalent Chinese content In the digital age, Chinese may offer advantages over other languages in this regard Nonetheless, learners still face challenges in mastering Chinese phonetics, vocabulary, and grammar, with characters remaining the most significant hurdle.
1.1.2汉语作为第二语言教学的原则
Mastering the fundamentals of the Chinese language and developing essential communication skills are crucial for effective language teaching This principle stems from the inherent nature of language as a tool for communication, highlighting the urgent demand for language professionals in today's interconnected world Ultimately, the goal is to cultivate the ability to engage in meaningful interactions using the Chinese language.
When teaching and learning a language, it is essential to treat it as a tool for communication, encouraging students to creatively express their thoughts, in line with the principles of communicative teaching While promoting creative use of language, it is also important, especially at the intermediate level, to incorporate mechanical training methods like sentence drills to help students master language structures Additionally, the development of communicative competence cannot be separated from the acquisition of knowledge; understanding language rules and internalizing linguistic knowledge are crucial for effective communication Therefore, teaching should balance the emphasis on skills and abilities with a strong foundation in language knowledge Finally, to cultivate communicative skills, it is vital to use authentic language materials that are appropriate for the students' proficiency levels.
The educational approach emphasizes a student-centered framework, with teachers taking a leading role while prioritizing emotional factors This method fully harnesses students' initiative and creativity, fostering an engaging and dynamic learning environment.
The fundamental principle of teaching and learning emphasizes a student-centered approach, rooted in the humanistic psychology of the 1960s This principle asserts that teaching must serve learning, highlighting that students are the primary agents in the educational process It manifests in four key aspects: first, teaching plans and content should be tailored to students' characteristics and needs, ensuring that the material is relevant and practical to enhance their interest in learning Second, it is essential to recognize individual differences among students and adapt teaching methods accordingly, fostering motivation and providing guidance Third, classroom instruction should employ heuristic methods that stimulate and develop students' intellectual engagement, promoting active participation Lastly, educators should listen to student feedback and continuously refine their teaching strategies based on this input to improve overall effectiveness.
（3）结构、功能、文化相结合原则
The principle outlined here has been derived from scholars' experiences in recent years "Structure" refers to linguistic elements, including grammatical and semantic structures, while "function" pertains to the use of language to achieve specific communicative tasks in particular contexts Additionally, "culture" encompasses cultural factors relevant to language teaching, particularly those affecting communication due to cultural differences and the cultural background of the target language These three components summarize our primary teaching content, illustrating the interconnectedness of structure and function in language communication In this "threefold integration," structure serves to express function, and function relies on structure, highlighting their close relationship in effective communication.
Structure forms the foundation, functionality serves as the goal, and cultural education must support language teaching The integration of these three elements should permeate the entirety of language instruction.
To enhance the learning environment for Chinese language acquisition, it is essential to broaden students' exposure to the language This approach encourages a combination of intentional study and natural learning, fostering a more immersive experience that supports effective language development.
Relying solely on classroom instruction is insufficient for developing language communication skills The language environment plays a crucial role in influencing the effectiveness of language learning Mandarin teachers must consistently create immersive language environments to enhance students' opportunities to use Chinese Additionally, it is essential to strengthen and leverage the existing Chinese-speaking environment Any setting should foster exposure to the language, establishing a cohesive teaching system that integrates learning both inside and outside the classroom, as well as combining formal education with practical acquisition.
（5）精讲多练，以语言技能和交际技能训练为中心
中级汉语听力课教学的相关的理论基础
1.2.1中级汉语听力课概述
1.2.1.1中级汉语听力课的性质
Listening is one of the four essential skills in language learning and holds a primary position in Chinese language education Intermediate listening skills, in particular, play a crucial role in teaching Chinese According to Li Yang's research on undergraduate Chinese education, the intermediate level marks the transition from one language system to another, where learners can grasp basic language rules and effectively use everyday language The Chinese Proficiency Level Standards categorize international students' Chinese proficiency into five levels with three tiers, where the first year represents the beginner stage, and intermediate proficiency is further divided into two levels Essentially, intermediate Chinese listening courses focus on developing and enhancing listening abilities.
The language skills training course for advanced learners focuses on enhancing listening comprehension and speed Through this course, students can improve their ability to understand spoken Chinese and engage effectively in basic communication.
1.2.1.2影响听力的因素
The difficulty level of listening materials is crucial for effective listening comprehension If the content is too challenging, with excessive unfamiliar vocabulary or complex sentence structures, students struggle to grasp the meaning, hindering their learning experience Conversely, overly simplistic materials can lead to a lack of engagement, making practice feel pointless Therefore, educators should select listening content that is appropriately challenging and relevant to students' backgrounds and interests, ensuring a meaningful and productive learning environment.
The listening objectives in education dictate the level of comprehension expected from students, whether it be grasping the overall content or focusing on specific details When students are tasked with understanding the general meaning, their attention shifts to the main ideas and overall context Conversely, if the emphasis is on specific details such as time, characters, and locations, students concentrate on identifying key terms and understanding the relationships between words and phrases Therefore, the defined listening goals significantly influence students' focus areas, ultimately affecting their listening comprehension outcomes.
The auditory quality of listening exercises in class differs significantly from real-life listening experiences Classroom recordings adhere to strict standards in rhythm, pronunciation, and emphasis, ensuring clarity and an appropriate pace suitable for Chinese language learners In contrast, real-life listening often involves significant background noise, rapid speech, unclear pronunciation, and strong regional accents, which can create considerable psychological stress for foreign students Therefore, future classroom listening practices should incorporate simulations of social environments to enhance the practicality of students' listening skills.
The culture of each nation evolves alongside its development and history, intricately linked to its language, which embodies and preserves cultural nuances Consequently, every country possesses unique cultural and linguistic characteristics To effectively learn a language, one must also understand the corresponding culture; this knowledge facilitates overcoming language barriers and enhances communication Although Chinese and Vietnamese cultures share similarities, there are significant aspects that intermediate Chinese learners may not grasp, potentially hindering their listening skills Therefore, it is essential for teachers to incorporate cultural content into the classroom, enabling students to understand and master the distinctive features of Chinese culture, which in turn will improve their listening comprehension abilities.
1、兴趣和动机
A strong interest in hobbies is essential for improving academic performance When learners are engaged in their studies, they tend to set clear learning goals, which allows them to focus their attention and fully absorb the material, enhancing their listening comprehension skills Conversely, a lack of interest, combined with the inherently dull nature of listening classes, can lead to students fearing these sessions, resulting in disengagement both in class and during self-study, hindering their listening proficiency Therefore, it is crucial for teachers to actively guide students, alleviating their fears through encouragement and fostering a positive learning environment that cultivates interest and motivation If teachers rely solely on criticism, it can create significant psychological burdens, diminishing students' enthusiasm for learning and impeding effective listening instruction.
Differences in cognitive styles significantly impact the improvement of listening comprehension skills Generally, cognitive styles can be categorized into three opposing pairs: field-dependent vs field-independent, tolerance vs exclusivity, and reflective vs impulsive The former styles in each pair positively influence learners' listening skills, while the latter can have negative effects However, cognitive styles are not fixed for each student; they may shift due to changes in their environment and psychological state, allowing for a transformation between different cognitive styles.
Due to differing cognitive styles, many students experience anxiety and apprehension in listening comprehension, which can distract them and hinder their understanding of audio materials Conversely, when learners adopt the right cognitive perspective and alleviate their fears and anxiety, they can significantly improve their listening skills Therefore, it is essential for learners to cultivate a positive and optimistic attitude towards their studies, fostering an effective cognitive style.
3、感官的协同作用
Trong giảng dạy nghe, hành động "nghe" là yếu tố quan trọng nhất để hiểu nội dung tài liệu Tuy nhiên, nếu kết hợp "nghe" với các giác quan khác, hiệu quả sẽ được nâng cao hơn Việc kích thích nhiều giác quan giúp học sinh hiểu tài liệu một cách hiệu quả hơn Chẳng hạn, khi học sinh không nghe rõ nội dung, việc xem hình ảnh trong PPT hoặc video có thể hỗ trợ họ vượt qua rào cản nghe, nhờ vào sự kết hợp giữa thính giác và thị giác Ngoài ra, việc cho học sinh đọc đề bài hoặc nghe tài liệu trước sẽ giúp họ ghi nhớ các nội dung chính, từ đó phân biệt được điểm quan trọng trong bài nghe Chỉ riêng hành động nghe không đủ để kích thích não bộ hiệu quả; khi phối hợp nhiều giác quan, hiệu quả học tập sẽ được cải thiện đáng kể.
1.2.2中级汉语听力课教学原则
1.2.2.1一般性原则
1、以“学生”为中心的原则
Traditional teaching methods often place teachers in a dominant role while students play a secondary role However, teaching Chinese as a foreign language presents unique challenges, as it caters to learners from diverse backgrounds This makes the conventional "teacher-centered" approach inadequate for this emerging discipline In intermediate Chinese listening classes, it is essential to shift the focus to students, allowing teachers to take on a supportive and guiding role Without this adjustment, listening lessons risk becoming dull and unengaging.
Teachers should prioritize students to enhance their engagement in class Active listening is crucial; if students adopt a passive approach, their learning outcomes will be limited By guiding and encouraging students to listen actively, teachers can significantly improve the effectiveness of the learning process.
2、精讲多练的原则
The principle of "focused explanation and extensive practice" is a fundamental approach in teaching Chinese as a foreign language High-quality language skills classes rely on the teacher's careful explanations and ample practice opportunities Instructors should present new vocabulary and grammatical points in a clear and understandable manner, followed by significant practice in listening, speaking, reading, and writing This principle is particularly crucial in listening classes, which are skill-based and should prioritize practice over explanation Unlike other subjects, listening instruction should integrate explanation within practice, allowing teachers to enhance students' overall abilities through focused teaching and extensive practice Additionally, integrating language and cultural instruction is essential for a comprehensive learning experience.
Listening materials, particularly dialogues, are rich in cultural content, including colloquial expressions and idioms These dialogues are selected from various aspects of daily life, work, and study in China, making them a significant reflection of Chinese culture Therefore, teachers should focus on integrating culture into the teaching process to enhance the learning experience.
1.2.2.2特殊性原则
1、多听多练，听练结合的原则
Listening extensively is a fundamental and effective method for language learning, as it stimulates the brain and helps it adapt to a new language This practice enhances language comprehension and acquisition abilities by gradually building an effective network of language information in the brain In addition to listening, regular practice is essential, encompassing both classroom exercises and independent study efforts Diverse practice methods, such as speaking, reading, and dictation exercises, should be employed to combine listening and practice This continuous stimulation of the brain is crucial for improving listening skills.
汉语听力课教学相关研究综述
1.3.1在中国的研究情况
Since the publication of the first article on listening instruction by Shi Peiwen and Li Jiyu in 1977, research on Chinese listening education has progressed for over 20 years Numerous scholars have contributed unique perspectives and insights into listening instruction, offering specialized discussions Notably, Yang Huiyuan's research on listening training methods is featured in the early work "81 Methods of Listening Training" (Modern Publishing House, 1988) and is further developed in "Chinese Listening and Speaking Teaching Method" (Beijing Language and Culture University Press, 1996), which has been supplemented and updated in subsequent lecture notes.
In "Fourteen Methods for Teaching Listening and Speaking in Chinese as a Foreign Language," Yang Huiyuan emphasizes the interconnectedness of the four language skills—listening, speaking, reading, and writing—and their mutual enhancement during the learning process He highlights that a key principle of listening training is providing comprehensible input and focuses on improving students' micro-skills in listening Meanwhile, Li Hongyin, in "New Perspectives on Chinese Listening Instruction" (Nanjing University Journal, 2000), explores the impact of the language learning environment on listening instruction He argues that the content and focus of listening teaching should extend beyond merely training micro-skills, which are cognitive in nature, and instead concentrate on the language content itself, underscoring the importance of context in effective listening training.
The role and functions of teachers in listening instruction are critical, particularly in addressing the alignment between listening materials and class hours Meng Guo’s research on real-time listening is encapsulated in his book "Research on Teaching Chinese as a Foreign Language," which compiles two decades of his scholarly work His paper discusses the significance and feasibility of intermediate listening instruction, emphasizing essential characteristics of suitable teaching materials Liu Songhao has also made substantial contributions to the field, authoring several language textbooks, including "Intermediate Chinese Listening Course." In his 2002 lecture notes, he identifies listening difficulties based on learner performance, self-awareness, and external perspectives, providing valuable insights for enhancing international students' listening skills Additionally, Li Hongying's work on teaching principles and processes for intermediate listening comprehension offers strategies for providing learners with rich, authentic language input to develop their listening abilities.
While numerous experts and scholars have conducted research on listening skills and intermediate listening instruction, it appears that the field of listening pedagogy has not kept pace with the rapid development of the Chinese language Overall, there is a limited quantity and quality of listening materials available, and theoretical research on listening is relatively weak Additionally, specialized studies focused on intermediate Chinese listening are scarce, with only minimal coverage in works addressing language skill training at the intermediate level.
1.3.2 在越南的研究情况
Historically, Vietnamese researchers in Chinese language studies have conducted extensive and in-depth research on various aspects of the language, including phonetics, grammar, and vocabulary However, there has been comparatively less focus on Chinese language teaching, particularly in the area of listening comprehension instruction.
In Vietnam, professionals engaged in Chinese language teaching include master's degree graduates specializing in the theory of teaching Chinese as a second language, who emphasize various teaching methods for Vietnamese students Numerous theses on Chinese language instruction have been successfully completed and defended, garnering attention and recognition for their research on speaking, listening, reading, comprehensive courses, phonetics, and Chinese characters.
In 2012, several master's theses on Chinese language teaching successfully defended their research, including Du Shihong's "Strategies for Improving the Quality of Chinese Phonetics Teaching in Military Foreign Language Universities" and He Shuiling's "Analysis of Vietnamese Students' Errors in Using Modern Chinese Synonyms and Teaching Recommendations."
Research on Chinese listening instruction and teaching design is scarce One notable work in this area is Ruan Shifangying's 2007 study titled "An Exploration of Teaching Methods for Beginner Chinese Listening."
Currently, there has been significant research on teaching Chinese as a second language in China, particularly in the area of listening skills In contrast, Vietnam has seen a growing body of research focused on Vietnamese Chinese language instruction However, existing theoretical works on listening research tend to be general compilations that do not delve deeply into specific teaching contexts, audiences, or content This gap motivates us to courageously reflect on and study the teaching of listening skills in Vietnamese Chinese language education, with the aim of enhancing the overall quality of listening instruction.
海防大学中级汉语听力教学实践调查
海防大学中级阶段听力教学现状
2.1.1中级汉语听力课在海防大学汉语本科培养方案中的地位
Currently, the Chinese Language program at Haiphong University spans four years, encompassing a comprehensive curriculum Key courses include Chinese language skills (listening, speaking, reading, writing), Chinese language knowledge (phonetics, grammar, vocabulary, characters), Chinese cultural studies (overview of China, Chinese literature), and specialized Chinese courses (translation, business Chinese, tourism Chinese).
中级汉语听力课安排在第 4、5个学期，是学生已经学完汉语综合课、初级 技能课（包括听力课、口语课、阅读课和写作课）的阶段，所以学生已有一定 的语言与文化的知识。
Hai Phong University has offered a Chinese language program since 2005 Although the enrollment numbers remain stable each year, the quality of students has declined, posing challenges for teachers Each semester, listening classes only consist of 30 hours, or two hours per week, which is insufficient Many students lack motivation, often not paying attention in class and failing to review old lessons or prepare for new ones, resulting in poor listening skills compared to other language abilities Despite changes in society and student thinking, the listening instruction at Hai Phong University still follows traditional methods: teachers enter the classroom with a tape recorder, spend ten minutes explaining new vocabulary, play recordings (once or twice), and then review answers If students miss something, the teacher simply repeats it Recently, some instructors have adjusted their approach by first allowing students to read the questions in the textbook to create a mental framework before playing the recording This process highlights that teachers mainly function as operators of the tape recorder, with classes characterized by mechanical teaching, anxious students, and outdated equipment While projectors have been introduced, their availability is limited, and there are no dedicated computer labs or specialized listening classrooms.
2.1.3中级汉语听力课选用的材料
Hai Phong University has selected "Chinese Listening and Speaking Course (Volume 2)," edited by Zhao Jing and published by Beijing Language and Culture University Press in 2000, as the primary textbook for its intermediate-level listening classes.
The "Chinese Listening and Speaking Course" is divided into two volumes, each featuring lessons with distinct functions such as persuasion and prevention, discussion and debate, expression and sharing, negotiation and inquiry, investigation and exploration, as well as evasion and implication The exercises primarily include listening comprehension questions, multiple-choice answers, fill-in-the-blank activities, and true or false assessments.
2.1.4中级汉语听力课的教学模式
Teachers of intermediate listening courses for Chinese major students at Hai Phong University typically employ a traditional "lecture-reception" teaching model In this approach, the teacher plays a central role during the instruction, primarily focusing on delivering content through lectures This method often involves the teacher playing recordings and explaining their content, resulting in minimal opportunities for student skill training and active participation in the classroom.
The formation of teaching models is closely related to the teaching methods employed by educators Consequently, the lecture method is commonly utilized in classrooms, as teachers often tend to instruct their students in the same manner they were taught during their own education.
2.1.5中级阶段的学习者分析
2.1.5.1学习者的汉语水平
Students often encounter difficulties in learning, such as similar tones, challenging vocabulary, long sentences, unfamiliar cultural references, and fast speech These challenges can lead to feelings of withdrawal and anxiety When students experience such negative emotions, they may choose to retreat rather than confront difficulties, resulting in a loss of confidence and motivation in learning Chinese Reigniting their enthusiasm for learning the language becomes a significant challenge.
2.1.5.2学习者的学习动机
Cognitive psychology posits that learning motivation is the driving force behind the learning process When students possess sufficient motivation, they exhibit initiative and enthusiasm, leading to a strong desire to learn.
In teaching, students are the central figures in the learning process, and the effectiveness of a lesson largely depends on their active participation Therefore, stimulating and sustaining students' motivation to learn is essential for implementing effective teaching strategies This highlights the significant impact that researching students' motivation in learning Chinese has on enhancing the quality of Chinese language instruction.
I conducted a survey on the Chinese learning motivation of 118 students in the intermediate stage of the Chinese language program at Haiphong University The results indicate various factors influencing their motivation to learn Chinese.
表1：海防大学中级阶段汉语学习动机
答案 数量 百分比
A.我对中国文化、语言感兴趣
B 我将来容易找到一份好工作 79 66.9%
C.学好汉语让我获得成就感 0 0%
D.父母鼓励、要求我学习 10 8.5%
After distributing questionnaires and conducting interviews, I analyzed the survey results and concluded that the motivation for learning Chinese among intermediate-level students in the Maritime Defense Chinese undergraduate program is influenced by various factors.
Students in the intermediate stage of the Chinese language program at Haiphong University have a keen interest in Chinese culture and a strong desire to understand its customs and traditions They aspire to integrate into Chinese society and seek opportunities for communication with Chinese people With a shared cultural history dating back over two thousand years, Vietnam and China have long engaged in cultural exchanges, allowing students to be exposed to Chinese culture from a young age This rich cultural heritage and China's illustrious history spark initial interest in learning Chinese among Vietnamese students Many choose to study Chinese to explore the similarities and differences between the two cultures, which ultimately motivates their language learning journey.
有 66.9%总人数选择学习汉语是因为它能帮他们找到一份好的工作。这属
Psychologists believe that the outcomes of learning motivation derived from participating in clubs are significantly more beneficial than those stemming from instrumental learning motivation In reality, students with instrumental learning motivation can still achieve learning, but the advantages of engaging in extracurricular activities far outweigh those of a purely goal-oriented approach.
This type of foreign language learner focuses on using language skills as a tool to enhance their job prospects and improve their social status and qualifications, placing a strong emphasis on the practicality of the language.
听力课堂活动的调查
2.2.1调查目的、对象、时间、方法及内容
This survey experiment has three main objectives: (1) to investigate the teaching conditions of intermediate Chinese listening courses by faculty at Hai Phong University; (2) to assess the psychological experiences of students in listening classes at Hai Phong University.
This article investigates the current state of intermediate Chinese listening courses at Haiphong University, examining whether the teaching methods employed can effectively enhance students' Chinese listening skills, contribute to the development of their overall language proficiency, and stimulate their motivation to learn Chinese.
To achieve the research objectives effectively, the author designed two questionnaires: one for teachers and another for students The first questionnaire targeted six Chinese language teachers at Haiphong University, while the second focused on students from three second-year classes at the same institution A total of 120 questionnaires were distributed for the student survey, with 118 valid responses collected.
From early February to early March 2018, the author attentively attended listening classes taught by Chinese language teachers in the second year at the Foreign Language Department of Hai Phong University Over the course of 12 observed sessions across three classes, detailed notes were taken on classroom activities In March 2018, two different types of questionnaires were distributed and collected for further analysis.
The teacher survey questionnaire primarily encompasses aspects such as the duration of teaching experience, instructional methods employed, and the challenges and emotions encountered during the teaching process.
The student survey primarily investigates students' interest in speaking and listening classes, the challenges they encounter during lessons, and their perceptions of the teaching methods employed by instructors.
During interviews with various teachers, the author discussed their practical experiences in teaching listening skills, their perspectives on student learning outcomes, and their recommendations for the current textbooks in use.
本调查的问卷包括两类:一类是学生用的，一类是教师用的。
The student survey is divided into three sections: personal information, the current state of listening classes, and students' hopes for these classes The current state covers aspects such as study time, content, methods, attitudes, and challenges faced during the learning process To assess students' Chinese listening proficiency, the questionnaire utilizes self-evaluation Additionally, it investigates the specific difficulties students encounter while learning Students' hopes for listening classes include preferences regarding study time, as well as expectations for teachers' attitudes and teaching methods.
The survey for teachers is specifically designed to assess their experiences in teaching Chinese listening classes, focusing on aspects such as the curriculum content, teaching methods, and the teachers' aspirations for listening instruction.
In addition, this survey conducted interviews to gain deeper insights into the teaching practices of students and teachers, highlighting the targeted nature of the questionnaire.
（1）汉语教师调查结果统计
During the investigation, I first designed a survey questionnaire consisting of 18 multiple-choice questions This questionnaire was then distributed to six participating teachers, and the results are detailed in the table below.
表2：汉语教师调查结果统计
问卷内容 选项 选择人数 比例
1.您教授中级汉语听力课 （%）
刚开始，一个学期 0 0%
2.您主要使用的教学设备: 口述、朗读方式 0 0%
3.除了中级汉语听力课，
您还教授过什么课程？
其他 0 0% 4.您认为现在所使用的教
材，教授的语料内容和实
际生活相符吗？
完全相符 1 17% 基本相符 4 67% 不相符 1 17%
5.您认为教材的听力练习
形式种类很多吗？
是的，种类很多 2 33% 不太多 4 67% 种类太少 0 0%
6.您是否有备课疲倦感？ 有 4 67%
7.您认为现在使用的教
材，能否符合听力教学的
完全符合 2 33% 完全不符合 0 0% 基本符合 4 67% 基本不符合 0 0% 8.您的学生在课堂上是否
有消极学习的情绪？
完全没有 0 0% 有，但是不多 4 67% 有，很多 2 33% 9.您需要学生进行课前预
习和课后复习吗？
不需要 2 33% 不勉强 2 33% 10.当您发现学生们在进行
听力练习时，出现了畏难
情绪或者抵触情绪，您会
及时解决这个问题吗？
12.当学生在听力课上长期
产生消极学习情绪时，您
认为会是什么原因？
学生自身问题，在别 的课上也应该是这样 的状态，不光是听力 课。
听力课自身的特点，
学生出现消极情绪是 因为听力提高不明 显，学习积极性 受到打击。
教师问题，教师上课 不受到欢迎。
13.您如果需要学生起来回
答问题，您经常采用的方
提问题，指定学生回
随意找人回答，没有 特别的含义
找一排或者一行同学 1 17% 会询问学生，找举手
的同学回答
14.您认为有必要在听力课
上向学生增加课外知识
有必要，学生应该多
没有必要，学生只要
完 成 既 定 学 习 任 务 就行，不然学习压力
15.您或者您的学校经常更
新听力教材吗？大概多长
时间更新一次？
经 常 更 新 ，( )年 ( )次
不经常更新，( ) 年( )次
从不更新 0 0% 不确定，根据情况 6 100% 16.您经常采用创新的教学
模式吗?如果采用，您的创
新教学模式是什么？
采用，创新模式是… 5 83% 不采用，还是传统教
学模式最好。
17.您认为自己的讲课状态
会影响学生们的听力学习
不确定 1 17% 18.您认为在教授不同类型
的课程时，自己的上课状
态是否相同？
完全相同 0 0% 完全不同 0 0% 基本相同 3 50% 基本不相同 3 50%
（2）学生调查结果统计
To effectively survey students, we designed a set of 27 relevant multiple-choice questions, followed by an open-ended question that allows students to express their personal wishes regarding listening classes The results from the questionnaire are compiled in the table below for observation and analysis.
表3：学生调查结果统计
问卷内容 选项 选择人
比例 个人信息 （%）
你的汉语水平
你的汉语学习动机：
对中国文化、语言感兴趣 36 30.5% 我将来容易找到一份好工
学好汉语让我获得成就感 0 0%
父母鼓励、要求我学习 10 8.5%
目前汉语听力课的学习现状
1 你是否喜欢中级汉语听
力课及其原因？
2 你的哪一个技能最强？
3 你觉得自己要加强哪一
4 你的听力成绩如何？
5 你觉得自己的听力能力 很好 0 0%
6.你认为通过一段时问的
学习，听力水平有明显的
有提高，效果很明显 36 30.51% 没有提高 32 27.12% 有提高，但是效果不明显 50 42.37%
7 你认为在听力课中所学
到的知识能否运用到现实生
不可以，书本知识和现实 生活差距很大
可以，书本知识和现实生 活一样
可以，但是书本知识和现 实生活不完全一样
8.当你听不懂听力材料时，
你会感到紧张焦虑吗?
9 上听力课时，你觉得全
班气氛如何？
10 你觉得听力课有用于：
听懂老师讲话 25 21.19% 听懂中国人讲话并用汉语
与他们沟通
听懂工作中的对话 41 34.75% 提高语言能力 57 48.31%
11 上听力课时，教师会讲
其他知识吗？
12 在训练听力部分，你觉 听数据、时间 13 11.02%
听成语、短语 37 31.36%
得比较难的地方是？（可多
听有很多生词的一段文 74 62.71% 在噪音环境中听课 49 41.53% 录音盘不太清楚 60 50.85% 听人名、地点 17 14.41% 听较长的短文 68 57.63% 听不熟悉的内容 48 40.68% 播放速度快 83 70.34%
13 你经常用什么方法来提
高自己的听力能力？
经常与中国人对话 11 9.32% 复习课堂练习或做补课 20 16.95%
看中文电视、电影 94 79.66%
14 你觉得目前的教材是否
符合自己的汉语水平？
15 你觉得教师的上课的速
16 上听力课时，所有的学
生有机会训练吗？
有一部分 58 49.15% 只有水平较好的学生 15 12.71%
17 你认为自己的汉语听力
水平从哪提高？
18 在没有教师要求的情况
下，你会主动去练听力吗？
19 上听力课之前，你做好
复习和预习工作吗？
从来没有 15 12.71% 学生对听力课的期望
20 你觉得一个星期上几节
听力课最合适？
21 你喜欢哪一类的听力练
回答问题 17 14.41% 判断正误 38 32.20%
选正确答案 52 44.07%
22 你喜欢教师在课堂做什
介绍课文有关内容 22 18.64% 播放录音，提问题 26 22.03% 讲解生词 19 16.10% 与学生讨论听力课文中的
重播较难内容 32 27.12%
23 你不喜欢教师在课堂做
纠正学生的错误 9 7.63% 一直讲课 63 53.39% 要求学生重读或复述课文
24 你喜欢采用一些交际活
动来配合教学吗？
25 你最反感老师的提问方
点名提问 40 33.89% 回答错误时，老师进行批
找学生回答问题前预留的 时间太短
26 你觉得训练听力时需要
与说、读、写等其他技能相
2.3.2调查结果分析
2.3.2.1.汉语教师的调查结果分析
Teachers have varying opinions on whether students should engage in previewing and reviewing their studies A recent survey revealed a significant divide in their perceptions of the importance of these practices, with some educators advocating for them, others opposing their necessity, and some remaining neutral The survey results illustrate this divergence clearly.
需要 不需要 不勉强
图1:需要学生进行课前预习和课后复习的调查结果示图
海防大学中级汉语听力教学存在问题及应对策略
教师实践问题
3.1.1.1教师精神状态不佳，出现疲惫感
A study on classroom dynamics at Haiphong University revealed that the same teacher exhibits varying levels of engagement and teaching effectiveness across different course types Notably, the listening course showed the least favorable outcomes, attributed to its inherent challenges and students' learning attitudes Interviews with students indicated a positive perception of speaking and integrated courses, while their enthusiasm for intermediate Chinese listening classes was significantly lower Despite acknowledging the importance of listening skills, many students frequently skipped these classes due to perceived ineffectiveness, believing that attendance would yield minimal improvement compared to speaking or integrated courses Furthermore, teacher fatigue negatively impacted classroom atmosphere, directly affecting student learning outcomes.
3.1.1.2教学模式单一，教学效果不理想
According to a classroom tracking survey conducted by the author, over 80% of teachers utilize the same or similar teaching methods The author concludes that the predominant teaching model among listening instructors is characterized by these common approaches.
(1)提问上节课所学习过的知识。
(2)对上节课的知识进行简短复习后，开始新课程的学习。
Teachers play audio recordings or multimedia materials for students to listen to attentively during the first round, encouraging them to take notes on their initial listening experience.
(4)教师播放第二遍听力材料，学生快速做答案。
(5)教师播放第三遍听力材料，学生检查答案。
(6)教师公布答案，询问学生的听力答案情况。
(7)教师对听力题进行讲解。
(8)教师帮助学生解答疑难问题。
Nguyên nhân chính của những vấn đề trên là do đặc điểm khó dạy và khó học của môn nghe, cùng với việc áp dụng một mô hình giảng dạy đơn điệu hàng ngày, khiến cho lớp học trở nên nhàm chán Điều này dẫn đến việc học sinh cảm thấy mệt mỏi, mất hứng thú học tập, thậm chí có hiện tượng trốn học Trạng thái mệt mỏi của học sinh cũng ảnh hưởng đến giáo viên, khiến họ cảm thấy chán nản trong giảng dạy Ngoài ra, các phương pháp giảng dạy mà giáo viên sử dụng cũng rất đơn điệu Theo khảo sát, 66,67% giáo viên chủ yếu sử dụng thiết bị âm thanh như máy ghi âm, MP3, MP4, trong khi chỉ có 33,33% giáo viên sử dụng thiết bị đa phương tiện như PPT và tài liệu video Hầu hết học sinh ưa thích phương pháp giảng dạy nghe bằng đa phương tiện, đặc biệt trong lớp học nghe, vì họ cho rằng việc kết hợp giữa nghe và nhìn sẽ tăng cường sự hứng thú học tập; nếu chỉ sử dụng phương pháp nghe, học sinh dễ bị buồn ngủ, trò chuyện hoặc thậm chí trốn học.
3.1.2.1 深人了解学生的学习情况
Teachers play a crucial role in the learning process, significantly impacting students' education They must focus on enhancing their own knowledge and cultural understanding while also fostering communication with students to understand their interests and psychological states By identifying students' learning difficulties, teachers can guide them in overcoming challenges and leveraging their strengths Preparation is essential before, during, and after class; thorough lesson planning ensures a smooth and organized teaching experience Clear teaching objectives and an accurate grasp of classroom time are vital, with a focus on key and difficult points arranged by difficulty level Additionally, having backup activities is important for students who may process information more slowly During class, teachers should avoid overwhelming students with excessive information, as quantity does not equate to quality Emphasizing key concepts and providing practical assignments post-class, along with assisting students in correcting mistakes, is essential for effective teaching.
Traditional teaching methods often involve a teacher-centered approach where the teacher lectures and students passively receive information This method hinders the development of students' skills and negatively impacts their communication abilities It is essential for teachers to adopt dual roles in the classroom: as leaders and organizers, as well as participants in the learning process By engaging in classroom activities alongside students, teachers can foster a sense of equality, reducing students' apprehension and encouraging them to participate more confidently without fear of criticism Additionally, creating a relaxed, harmonious, and collaborative classroom atmosphere is crucial Teachers should treat all students equally, avoid favoritism, and actively engage with shy or inactive students to encourage their participation.
3.1.2.2 “以学生为中心”的教学，但教师还仍是指导角色
Learning a new language is inherently a process of repetition, mistakes, and corrections, influenced by one's native language Teachers should help students understand that making errors is a normal part of language acquisition and encourage them to speak freely It’s essential to guide students in creating a positive language environment, emphasizing that even outside of China, opportunities for language practice exist if they are willing to seek them out For instance, if a student can understand audio during a listening lesson but responds in Vietnamese, the teacher should prompt her to express herself in Chinese Even if she can only convey the general idea, the teacher should celebrate her understanding and encourage her to listen attentively and speak confidently in Chinese without fear of making mistakes.
Before the end of class, assignments should be distributed to students, requiring them to participate in activities such as role-playing, group discussions, or individual practice in the next session Essentially, as long as there is a willingness to engage, we can create a language learning environment anywhere.
3.1.2.3 运用多媒体教学
Teachers should utilize multimedia teaching to make learning easier and enhance interaction between students and teachers, highlighting the advantages of audio-visual aids to promote speaking and listening skills simultaneously Since most students enjoy music and movies, educators can select representative videos to improve the teaching environment while training students' listening and speaking abilities Consequently, it is essential to leverage advanced scientific equipment and supportive teaching software in the classroom to create flexible and diverse teaching formats that capture students' attention.
Adopt open teaching methods that prioritize learner engagement by optimizing instructional content Focus on materials that are relevant to students' everyday lives, aiming to provide ample opportunities for them to express their personal opinions.
3.1.2.4 教师要不断提升自己的魅力
Effective teaching goes beyond appearance; students are influenced by a teacher's methods, accent, and enthusiasm Flexibility in teaching is essential, as there are various ways to engage with the curriculum Instead of a rigid approach where the teacher dictates and the students passively listen, improving teaching methods can enhance learning outcomes Teachers should prepare thoroughly before classes and encourage students to take initiative in their learning by researching and exploring the content independently Instruction should be guided by student needs, allowing for a more responsive and interactive educational experience.
学习者实践问题
3.2.1.1重视度与积极性不成正比
Despite many students recognizing the importance of intermediate Chinese listening courses, their motivation to learn remains low Classroom tracking by the author reveals that while attendance is good at the start of the new semester, it declines over time, particularly as the listening material becomes more challenging.
3.2.1.2自学方法和自学效果存在问题
Improving listening skills requires not only guidance from teachers during class but also proactive self-study by students outside of class Self-directed learning is crucial for progress, particularly in listening, which has unique characteristics that necessitate special attention from both teachers and students Interviews with students reveal that many approach their studies with a positive attitude and diligence, often reviewing material after each listening lesson and preparing thoroughly before class Their preparations typically include new vocabulary, listening texts, key sentences, and post-class exercises While they perform well in class and grasp listening content promptly, their overall improvement in listening skills remains slow despite their consistent efforts over time.
Many learners struggle to understand basic listening materials, and their performance in listening exams, particularly with unfamiliar content, often reflects this difficulty.
The primary reason for the issues identified is that many students, as revealed through interviews, tend to preview listening texts, transforming what should be an auditory activity into a reading task This insight indicates that a significant number of students focus more on reading and writing skills in foreign language learning, often neglecting the essential listening component.
Students exhibit stronger reading and writing skills compared to listening and speaking abilities When they read listening texts, complex sentences become simplified, making them easier to understand during listening exercises However, this leads to fewer genuine listening practice opportunities, resulting in minimal progress in listening skills It's crucial for teachers to encourage students' proactive learning attitudes and provide effective guidance In listening preparation activities, teachers should focus on helping students learn new vocabulary rather than solely on the content of the texts After the initial learning phase, students should thoroughly review the listening materials The slow improvement in listening skills can lead students to feel indifferent about attending classes, fostering a dislike for listening lessons and, in some cases, leading to absenteeism This lack of engagement often stems from the inherent challenges of listening courses, as well as factors related to teaching methods and learning materials.
Many students at Hai Phong University struggle with listening skills due to insufficient vocabulary accumulation and interference from their native language, resulting in poor listening performance and challenges in verbal expression This article offers suggestions aimed at assisting Vietnamese students in overcoming these obstacles.
3.2.2.1要突破自己的心理障碍，养成良好的学习习惯，培养自己主动学习的
Renowned educator Ye Shengtao once stated, "What is education? In simple terms, it is the cultivation of good habits." Students should continuously strive to overcome their psychological barriers, conquer their weaknesses, and develop self-discipline.
Learning a foreign language requires initiative, confidence, and a willingness to make mistakes Students at Hai Phong University often lack this proactive approach to learning Chinese Relying solely on classroom training for listening and speaking skills is insufficient for improving language proficiency While some students attempt to learn through Chinese songs, movies, and TV shows, this method has limitations due to the artistic alterations that diminish authenticity With the increasing number of Chinese students studying at Hai Phong University, local students should take advantage of this opportunity to form friendships and language partnerships for mutual learning Additionally, engaging with Chinese speakers online can significantly enhance their Chinese language skills.
According to the survey, half of the students do not practice listening skills unless prompted by their teachers, and very few prepare for classes in advance When students take the initiative to review previous lessons and preview new material, they are likely to encounter areas of confusion, which they can then bring to class for clarification This proactive approach to learning can lead to more effective educational outcomes.
3.2.2.2 在学习的过程中尽量少用母语，多用汉语
Developing good habits involves thinking and expressing your ideas in Chinese, while minimizing the tendency to resort to your native language.
3.2.2.3 要努力培养听力技巧
Listening skills are not solely about having a rich vocabulary; many fluent speakers struggle with understanding news or recordings Effective listening requires specific techniques, focusing on key words, main ideas, and essential information rather than trying to grasp every single word Key information is often found in introductions, topic sentences, and indicators like conjunctions, pauses, and tone It's important to develop skills in overcoming obstacles and making educated guesses If you fixate on understanding every sentence, you risk missing out on subsequent information or forgetting previous content Therefore, it's crucial to practice identifying key words, essential information, and summarizing effectively.
教材的实践问题
3.3.1.1教材使用的语料过时
One major reason for the phenomenon of outdated teaching materials is that schools and teachers often rely on one or a few textbooks for convenience, which reduces their preparation workload However, as society evolves rapidly, much of the content in these textbooks becomes obsolete, failing to align with contemporary life and realities.
3.3.1.2练习训练模式化，有应试倾向
现在很多听力教材，所设置的练习形式，多数是为了迎合各种汉语考试，
Việc biên soạn giáo trình, như trong kỳ thi HSK, đã dần trở thành công cụ của giáo dục thi cử, dẫn đến việc bỏ qua việc phát triển năng lực thực sự của học sinh Một cuộc khảo sát của tác giả về một số giáo trình nghe phổ biến cho thấy nội dung bài tập trong các giáo trình này tương tự với hình thức thi HSK, với các loại câu hỏi chính như: nghe đối thoại và chọn đáp án đúng, nghe đoạn văn và làm bài tập, nghe rồi xác định xem câu đã nghe có khớp với câu đã nói hay không, và nghe rồi xác định đúng sai.
Nhiều tài liệu học nghe hiện nay có nội dung và hình thức đơn điệu, thiếu tính thực tiễn và hấp dẫn, chủ yếu tập trung vào việc thi cử Nguyên nhân chính là do kỳ thi HSK ngày càng được du học sinh chú trọng, trở thành tâm điểm trong việc học tiếng Trung Điểm số HSK của sinh viên cũng là tiêu chí đánh giá chất lượng giảng dạy của các đơn vị giáo dục, khiến các nhà biên soạn tài liệu cố gắng đáp ứng nhu cầu này bằng cách nghiêng về các dạng bài thi, dẫn đến việc thiếu sự đa dạng trong các dạng bài và không chú trọng đến việc phát triển kỹ năng thực tế của sinh viên Giáo viên cũng chọn những tài liệu này để phù hợp với nhu cầu của học sinh.
3.3.1.3文化内容与实际情况不符
The disparity between cultural content and real-life experiences often stems from the neglect of temporal differences by those selecting educational materials As society evolves rapidly, the cultural content in textbooks reflects the era in which they were created Furthermore, some schools or educators fail to update their materials for convenience, resulting in a mismatch between the outdated cultural content and contemporary cultural realities.
The author overlooks regional differences, influenced by their own cultural background during the compilation of the book This cultural bias can lead to an exaggeration of regional characteristics, resulting in a mismatch between the cultural content of the教材 and the actual cultural context of certain areas.
To enhance Chinese listening instruction in coastal defense education, developing high-quality textbooks and optimizing teaching content are crucial Textbooks serve as the fundamental and most significant course resource The new curriculum standards emphasize that teachers should creatively adapt materials based on students' specific needs Therefore, the selection and compilation of Chinese textbooks must prioritize representativeness, exemplarity, artistic quality, relevance, and systematic organization Additionally, it is essential to incorporate materials related to contemporary life to ensure the content is engaging and practical, ultimately increasing students' interest in listening lessons.
Students majoring in Chinese at Haiphong University, like those in other Chinese training centers, regard listening classes as the most important among the four skills training courses Despite being prioritized, the difficulty of listening comprehension is undeniable Understanding the information being conveyed is essential for responding appropriately, ensuring effective communication between both parties.
Intermediate Chinese listening classes differ significantly from other courses, garnering considerable attention from researchers in the field of teaching Chinese as a second language The research on the design of listening class instruction in China has yielded fruitful results, offering valuable insights for our study.
Based on a summary of relevant theories, the author conducted observations, surveys, and analyses of the intermediate Chinese listening course at Haiphong University Through classroom tracking and questionnaire analysis, it was found that most students enjoy the listening classes and recognize their importance; however, they also perceive them as challenging Evidence indicates that students' listening proficiency is limited, resulting in subpar performance in these courses, and the course materials do not align well with real-life contexts, which has yet to stimulate students' interest in learning.
Teachers have an inadequate understanding of intermediate Chinese listening courses and set insufficiently strict requirements for students, often neglecting essential elements such as reviewing old lessons, previewing new material, and introducing new topics There is a lack of effective use of teaching equipment, with classroom instruction primarily relying on lesson plans and tape recorders, leading to monotonous audio-only teaching that bores students The teaching models employed by instructors are overly simplistic and fail to fully engage students in the learning process Additionally, some listening course materials are outdated and disconnected from real-life applications, resulting in students perceiving the listening classes as both challenging and tedious.
Based on the analysis of the current situation survey results, we have redesigned the intermediate Chinese listening course to address existing issues Through case studies, we found that the new teaching model has significant advantages, receiving high praise and enthusiasm from students Negative reactions in the classroom have been completely resolved, allowing students to focus better Teachers effectively utilize strong organizational methods to encourage student initiative and creativity, leading to a noticeable improvement in teaching outcomes.
To achieve optimal results in the design of a new intermediate Chinese listening course, we have analyzed examples and conducted student feedback surveys to offer several recommendations It is essential to update the teaching materials to ensure they are fresh, engaging, and practical, thereby enhancing students' interest in the course content.
Effective teaching requires thorough preparation, including the design of electronic lesson plans and the flexible use of modern teaching aids Classroom instruction should emphasize reviewing previous lessons, introducing new topics, engaging in new content discussions, reinforcing learning, and assigning homework Innovating teaching methods, particularly through task-based learning for listening lessons, is essential Additionally, organizing various teaching activities can significantly enhance student interest and improve the overall classroom atmosphere.
Due to time constraints and my limited capabilities, along with a lack of research experience and reference materials, I acknowledge that despite my best efforts, this paper has its shortcomings I sincerely hope that teachers, experts, and scholars will provide their guidance and insights.
1.陈昌来（2001），对外汉语教学概论，复旦大学出版社。
Chen Hong and Wu Yongyi (2003) discuss the design of lesson plans for teaching Chinese as a foreign language in their publication by Huayu Teaching Press Additionally, Cui Yonghua (2008) provides an introduction to the design of Chinese language teaching in his work published by Beijing Language University Press.
4.丁迪蒙（2006），对外汉语的课堂教学技巧，学林出版社。
5.黄晓颖（2008），对外汉语课堂教学艺术，北京语言大学出版社。