A Study On Instructional Design For Texts In Comprehensive Elementary Chinese Course

Texts play an important role in Comprehensive Elementary Chinese teaching because they cover vocabulary and grammar of the lesson and indicate how to use them in practical contexts. In reality, texts provide specific contexts for language teaching in terms of language structures, language functions and cultures. It is believed that linguistic teaching, comprehensive language skill drilling, and learners communicative language competence enhancing all can't be separated from texts.However, there is still a flaw in Comprehensive Chinese teaching activities in Vietnam:attaching importance to new words and grammar teaching, undervaluing the importance of text teaching, failing to cover the key points of the texts, lacking effective teaching methods and teaching model that can improve student's communicative language competence. The purpose of this study is to construct a new teaching model for Comprehensive Elementary Chinese text teaching to improve the current Chinese teaching situation in Vietnam.Using such documentary analysis, fieldwork, observation, interview, survey, and experimental method as instruments with reference of the previous studies in relation to Chinese language teaching, employing modern teaching theories such as cognitive psychology, combining modern Chinese teaching features, and basing on current Comprehensive Chinese text teaching in Vietnam, this thesis aims to build a new model of instructional design for text teaching in Comprehensive Elementary Chinese Course. Given that, the study emphasizes the importance of text teaching, analyses a model of teaching a text as well as presents principles and methods for teaching it. The thesis also illustrates some examples of text teaching in the course of Comprehensive Elementary Chinese.