A Instructional Design And Research For Chinese Intermediate Listening-speaking Course Of Hanoi University

Teaching Chinese as a Foreign Language Overseas(TCFLO) is differentfrom Teaching Chinese as a Second Language in China (TCSLC). Becauseof the most obvious regional difference, there are two different educationsystem of the two kind of teaching. Therefore, in view of the actualsituation in overseas Chinese language teaching, from the aspects oflistening and speaking language skill training and teacher’s behaviorin classroom and teaching skills, in a relatively short time and highefficiency to meet overseas Chinese market demand, has become an importantresearch subject of Chinese listening-speaking class in the internationalpromotion of Chinese language.The author has been sent to Hanoi University, Vietnam in Auguest2010to July2011as a Chinese volunteer teacher by Hanban, teaching Sophomoreof Chinese Department Chinese listening and speaking for about one year. The listening-speaking course of Hanoi University is one courseincludes listening and speaking, while the domestic teaching Chinese asa foreign language separate the two skills and training. In view of thisdifference, the author combined the teaching experience and thestudents’ questionnaire of the classroom teaching effectiveness,analyzed the feasibility of this way. In order to provide some referencefor the Chinese volunteer teachers in the future, under the guidance ofthe theory of teaching design, the author make a specific classroomteaching design for intermediate Chinese listening-speaking course ofHanio University, mainly focused on preparing lessons (CurriculumDesign) and classroom teaching activities. This classroom teachingdesign has certain realistic meanings and practical value.