Research On Task Designing And Executing In Task-based Speaking Class For Intermediate Level Learners

As one of the output activities, speaking is always emphasized in the teaching Chinese as a foreign language. The speaking ability of students shows whether they can use it freely or not. To realize the goal of intermediate speaking training, the author introduces the concept of "Task-Based Language Teaching" into Chinese speaking class with regard to the requirements of the curriculum standard and the author's teaching experiences. Based on the TBLT theories and the applied researches, the author tries to design a series of tasks for the intermediate level Chinese learners and apply them to speaking classes. At the same time the author observes the application of the tasks in the perspective of cognition.At the heart of task-based language teaching is the task, described here as an action or a series of actions with a purpose that is readily apparent and useful for the Chinese language learners. Upon completion of the tasks, the learners will feel accomplished and in control. Furthermore, the instructor will have observed their students' speaking performances in a contextualized situation. The careful designing, choosing, organizing and executing of the tasks is extremely important to their successful application.The article consists of six parts. The first chapter is an introduction, which proposes the object, the basic theories and purpose of the research. Chapter II is a historical review. Chapter III is about the basic theories of TBLT. Chapter IV and V are the two key chapters in this article. In Chapter IV, based on students' task demand analysis and TBLT theories, the author tries to explain how to design and organize the tasks for the intermediate level learners with respect to the five aspects of a task. Furthermore, she tries to observe these tasks from a cognitive point of view. In Chapter V the author tries to elaborate how to apply the tasks to Chinese speaking classes for intermediated level learners. She adopts the commonly accepted pattern of "pre-task, during task and post task" and commonly accepted evaluating approach for students' speaking performance. Also in this chapter the author tries to testify her application from a cognitive point of view. Chapter VI is a conclusion, which concludes the advantages and disadvantages of the research and holds a positive outlook for the further studies and applications of TBLT in Chinese speaking classes.The author tries to design a real students-centered oral class, in which the students...