Dissertation
Dissertation > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language

Research on the Task-Design of Task-Based Language Teaching

Author ZhangFang
Tutor LvMingChen
School Jilin University
Course Chinese International Education
Keywords task-design Task-Based Language Teaching Advanced Oral Chinese-class
CLC H195
Type Master's thesis
Year 2012
Downloads 174
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Task-based language teaching is an inheritance of the communicative languageteaching method, which focuses on the combination of the practical application andlearning approaches with an emphasis on the “process”. By joining in sometask-based activities, foreign students could gain a certain amount of the knowledgeof Chinese language. Also the task-based language teaching is a great breakthroughin comparison with the traditional teaching ways, serving as a platform to offerplentiful opportunities for the foreign students to practice their Chinese. Foreignstudents in senior classes have reached a relatively mature phase in learning Chinese,which means a social language environment would be extremely valuable for themto strengthen their integrated language capability in terms of paragraph-expressionand Chinese-oriented critical thinking abilities.Task design is the core of the whole system, thus its quality plays a decisivepart in the teaching activity. The task must be learner-based, properly challengingand fitted well to the students’ ability. In addition, the students should be encouragedto feel free to express their ideas, through which they can improve their oral Chineseto communicate with others in an higher level and arose their interest as well aspotentials of Chinese study by constructing their oral Chinese language systemduring the process of communicating with others.On reviewing a series of issues of advanced oral classes of Teaching Chinese asa Second Language(TCSL), this paper puts forward some detailed task-designprograms with reference to the8thchapter of MA Jianfei’s Advanced Oral Chineseand illustrates the instruction and notices of task-design in TCSL. Nevertheless, thereis no such thing as a fixed model for task-design, what the author has suggested in this paper aims only to provide a reference for teaching activities. To enhance theeffect of TCSL, a teacher must readily modify his teaching method in accordancewith the shift of the audience and their actual needs to maximize the teaching effect.

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