Designing An Advanced 'Task-based Audio-visual-speaking' Chinese Lesson For Korean Students

The ultimate goal of learning a second language is to enable learners to master the ability to communicate in that language.South Korean students are already familiar with a teacher centric approach to improving reading and grammar comprehension as with traditional teaching methods. But now students of Chinese and Chinese teachers are paying more attention to verbal speaking skills, and therefore audio-visual-speaking Chinese programs are becoming more and more popular. Audio-visual-speaking Chinese Lessons are so-called from the combination of the three parts "visual", "listening" and "speaking", combined together. In Chinese audio-visual-speaking lessons, topic based video material can help students to express their views.Through this they can also improve their listening comprehension and intercultural communication competence.To achieve better teaching results in Chinese audio-visual-speaking programs, teachers can use a task-based learning approach. In Korea, the students are generally more introverted, so it is key for teachers to get students to open their mouths and start speaking. Through participation in certain tasks, Korean students can unconsciously improve their Chinese communication skills. To achieve these goals, teachers should select some topics relevant and appropriate to the task and form of the lesson; and before teachers have decided the form, they should give consideration to the student's Chinese level and the class' atmosphere. In particular, choosing topics of interest to the students, and using video in a way that will stimulate the enthusiasm of the students, are both very important.For the tasks mentioned above, the author conducted a questionnaire survey based on an upper level task-based audio-visual-speaking Chinese lesson to understand various differing features of Korean students; what subjects Korean students like; their views of Chinese audio-visual-speaking Lessons; favorite video materials, what forms and teaching methods they like etc.; and other personal information necessary for further analysis of Korean Students favorite topics:Korean male students compared with Korean females favorite topics; the effect of age on Korean students preferences; whether students like the subject according to whether they had attended Chinese audio- visual-speaking lessons students or not. All of this will provide as a useful reference in relation to Korean students studying Chinese and how to design audio-visual-speaking lessons for them.This thesis is divided into five part, the first is a detailed description of the chosen topics, review and a look at the research methods used. The second part describes the task-based approach and audio-visual-speaking teaching research, then explains the use of a Chinese audiovisual class as a way to realize the task-based approach to teaching, focusing on the needs of the class, and the teaching quality of teachers. The third part explains the results of the questionnaire which were used to analyze the characteristics of Korean students, in this section of my thesis there are new arguments, new insights and creative results. This is because there has not been an analysis of Korean student audio-visual-speaking class before, and previous researchers have not used the 31 specific topics to analyze the relationship between personal interest and the topics. Through audio-visual-speaking Chinese classes and the task-based approach, I have understood Korean students preferences, and in accordance with these results designed a task-based approach to teaching audio-visual-speaking classes. Based on the analysis result, The fourth part of the thesis presents the overall design using the audio-visual-speaking mode together with the task-based approach. The fifth part of the thesis presents the data collected, which is used as the basis for two teaching cases. In this chapter there are detailed designs in the way of using the audio-visual-speaking mode together with the task-based approach; finally is the conclusion of the thesis, a summary of the research in this paper, and a summary and explanations of the limitations of this study.