The Application Of Task - Based Approach In Korean Chinese

Through a year of teaching process in a Mandarin Chinese School for Koreans, the author found that most overseas students who coming to China make much account of improving the level of spoken conversation. Therefore, adopting what kind of teaching method in Chinese spoken language teaching is of vital importance. Task-based teaching method is a new kind of teaching theory based on the formation the second language acquisition theory in the 1980 s. It emphasizes regarding the design of the task and finish as the center, teaching of the learners as the center. Its biggest characteristic is to let students complete a given communication task in certain language context. This kind of teaching method, which is learning by doing and learning by using, can active classroom atmosphere better and improve the learning effect, so it is the right teaching method that s needed by modern Chinese spoken language teaching. This research is mainly based on the teaching practice of spoken Chinese, and it combines knowledge of the task-based teaching method with spoken Chinese class. The author studies the Chinese language class of South Korean students during the internship in a Chinese language school and applies the task-based teaching method to the class. Through practice, he author thinks that the task-based approach in spoken Chinese class is one of the most effective method.This thesis is divided into five parts altogether. The first part is an introduction part. It introduces the origin of the task-based teaching method, summarizes the study of the linguists at home and abroad on the task-based teaching method. The second expounds the relevant theories of task-based teaching method part in details, as well as to the characteristics of Chinese spoken language teaching for Koreans and the present stage using in spoken English class teaching. The third part, based on the theoretical foundation of the above parts, gives some teaching cases in the practice of Korean Chinese class teaching. The fourth part, through Korean spoken Chinese class practice, sums up the advantages and disadvantages of the task-based teaching method, and puts forward some solutions aimed at these deficiencies. In the fifth part, the author further illustrates the feasibility of applying task-based teaching method in spoken Chinese class directed at the present Chinese spoken class teaching for the Koreans.