Task-based Language Teaching Used In Teaching Chinese As A Foreign Language

Rammar teaching has been at the center of the second language teaching status. From the earliest teacher-centered grammar-translation method to hear method, cognitive law attach great importance to the teaching of grammar rules, but the details of their practice different. Grammar translation method with grammar teaching as the center, the grammar is the main content of the language teaching, emphasizing the memory grammar rules; Hear law instead of grammar teaching practice with the sentence patterns, stressed by mechanical stimulation-reaction-strengthening form a habit; Cognitive law attach importance to understand and use of grammar rules. Their common faults is too much depend on the structure of language forms, and from the language of the social and cultural content bearing and communication principle, also is the semantics and pragmatics, confined to a standard and ignore the discourse teaching. The result not conducive to the use of language, but also to the description of the grammar rules is not complete, because often emphasize the grammar points and ignore on one hand, on the other hand.And through the teaching approach can put the monotony of grammar teaching becomes vivid and integrated into the real natural communication words, make grammar get unconscious of practice and consolidated, really reach the second language teaching purpose, make every part of the language teaching are close to the language is a tool of communication with the teaching principle.