The Instructional Design Of Practical Chinese Writing In A Tcsl Scenario

For students, writing is considered as the most difficult language skill involving lexicology, grammar, text and etc. For teachers, writing teaching covers a wide range of contents, while the shortness of class time and difficulty to organize class activities pose serious problems. Today, there are quite a few specialized books and papers available. However, most of them focus on the teaching of textual structure and application of rhetoric. Applied research and studies of teaching model is less than enough.Unlikely native language, writing teaching in TCSL scenario is divided into two aspects:language communication, writing skills in conception and contents. Great importance should be attached to the language expressions in the SL teaching. (Zhu Xiangyan,2007). This dissertation choose practical writing, partly because it has a relatively fixed format and institutionalized expressions, which is comparatively more suitable for foreign students to learn on the initial stage. On the other hand, practical writing is highly communicative to develop student's pragmatic competence and communication skills.The research applied Bottom-up approach, Task-based approach, Lexical-chunks approach and Cooperative-learning approach to the Chinese-writing course. And it adopted the questionnaire and observation methods to approve that the comprehensive application of various pedagogies in the Chinese-writing teaching is the effective way to improve students'language competence and the quality of education.This dissertation consists of 4 chapters.Chapter 1 serves as an introduction. It introduces the background of the study, reviews relevant literature from the research papers and textbook development, and presents the research methodology.Chapter 2 mainly talked about the Bottom-up approach, Task-based approach, Lexical-chunks approach and Cooperative-learning approach as well.Chapter 3 deals with the 4 approaches application in the Chinese-writing Course. It describes the teaching procedures, the design bases, and then shows the analysis of feedbacks.Chapter 4 makes the conclusion and states the practical implications.