Research Into Task-based Teaching Theory And Its Application In Chinese Teaching Of TCSL

The concept of task-based teaching has an important influence on language teaching theory in the 1980s proposed by language-teaching researchers who have made a great deal of research and practice. Its own characteristics such as emphasis on output, interactivity and authenticity, how to reasonably use the task-based teaching theory in teaching Chinese as a foreign language practice, to develop learners'linguistic competence, pragmatic competence, cultural ability much better in foreign language teaching process is an issue that worth researching. Foreign experts and scholars have had comparatively deep research on the definition, classification and other aspects of task and theoretical summary has been relatively complete. Based on home and abroad task-based teaching theory and practice achievement, combined with actual teaching in the process of TCSL, through the theory research and teaching experiment, using classroom observation, investigation, interview, and other means, the author gives a more detailed study of task-based language teaching in language teaching mode of TCSL and the concrete implementation application.This paper first reviews and analyses the background and significance of task-based language teaching subjects, scans the present situation of task-based language teaching subjects, and discusses the definition, characteristics, composition and types of task through literature review. In the second part of the article, the author illustrates the theoretical basis, connotation and main features of task-based language teaching. The third part introduces and studies the characteristics of TCSL and teaching process framework and design of Willis in task-based language teaching, which lays a foundation for the follow-up theoretical thinking and frame of practice mode. Thereafter, this article lists task-based language teaching examples to give a detailed illustration of teaching design process. At the same time, it analyzes the main constitute stages in task-based language teaching process and discusses the differences of TBLT and traditional language teaching. In the fourth part, the article makes statistics and analysis on the actual results of task-based teaching courses in TCSL classes, and analyses the results main facing problems expected to receive in task-based language teaching in TCSL. Finally, the author summarizes and reflects the application of task-based language teaching in the TCSL.