A Study On Task-Based Language Teaching’s Application In Preliminary Comprehensive Chinese Courses

In the exploration of the teaching effect improvement of TCFL, the research onimproving teaching method has always been a top priority. Currently in the study ofteaching method in preliminary comprehensive Chinese course, the methods “3p” andtask-based teaching method are two distinctive patterns, each with advantages anddisadvantages. In the practical teaching process, the using of “3p” teaching mode hasmanifested these characteristics: depend on teaching materials strongly, segregate “input”and “output”, the teaching content has been systematize subjectively, the class has beenover controlled by teacher etc. All these make it difficult to enhance learning interest ofstudents, so the learning effect cannot be guaranteed easily. The weaknesses of “3p”methodmake Chinese teachers and researchers to think about the theoretical and practical reasonsof this problem, and attempt to introduce the positive factors of task-based teaching totraditional “3p”method, making a good use of the advantages of task-based teaching suchas: lively classroom,"students-centered", realistic communication and forming moreeffective teaching.This paper discusses the possibility of combination of “3p” teaching mode andtask-based teaching with the teaching experiment which takes “ask road” in Chineselearning as an example for students who have been in China for3-6months.Many factorssuch as language, culture and communication needs, details like the experimentalprocedures, teachers ’ roles etc. have been fully taken into account in this teachingexperiment. Through the recycling and analyzing the investigation results, as well as classobservation and case study, we can verify that the “3p” teaching mode and task-basedteaching can be combined effectively. And some teaching suggestions have been given tothe using of this new teaching model for primary comprehensive Chinese course.