Research On The Primary Task-Based Chinese Spoken Language Teaching Materials

The task-based language teaching mode, student-oriented and enabling students to acquire language in fulfilling tasks, is in consistent with the teaching philosophy of TCSL (Teaching Chinese as a Second Language), which is prone to focus on students and pays close attention to the cultivation of their communicative competence. It is supposed that the publishing of task-based Chinese teaching materials will be a tendency in the compilation of Chinese textbooks.This thesis intends to conduct a research on how the task-based language teaching mode is applied to the compilation of the primary Chinese spoken language teaching materials, including the "task-supported" and "task-based" teaching materials, and concentrates on the latter one. We try to put forward some valuable suggestions on the application of the task-based language teaching mode in textbook writing, and hope that the result of this research can do contribution to the development of the task-based Chinese spoken language teaching materials.In the process of analyzing the features of some strictly-selected task-based Chinese spoken language teaching materials, we find that this kind of textbook has its own feature in its compilation and its design of language points and exercises. And as a whole, it embodies the following features:the focus on students, aiming at fulfilling tasks, attention paid to interactions in the process of fulfilling tasks.With a general understanding of the features of this kind of textbook, we make a further investigation by comparing it with the traditional oral Chinese textbooks and the task-based oral English textbooks, and discover its development in the layout and exercises, and also find some good points to emulate, such as a new structure in compilation, a more detailed evaluation system, etc.The above research obliges us to ponder over the following questions. First, what kind of compilation can be used in writing the task-based Chinese spoken language teaching materials? Second, how to keep the balance between the expression of meaning and the form of language? Third, how to design suitable tasks to improve students’learning effects? Based on the above research and the analysis of the questionnaire (students’ needs for Chinese spoken language teaching materials), we manage to answer the above questions by making some suggestions, such as strengthening the design of language points, exploring various structures in compilation, designing diverse types of tasks, adding subsequent tasks after the "task cycle", setting up a detailed evaluation system and so on.So far, most of the already-published task-based oral Chinese textbooks are for primary learners to use. They still need to be improved and renovated. How to better apply the newest research findings of the task-based language teaching mode to the writing of the textbooks? Are the suggestions we put forward also suitable for the intermediate and advanced task-based oral Chinese textbooks? Other researchers’ further studies are needed to answer these questions.