The Application Research Of Task-based Teaching Method In Listening And Speaking Chinese In Kenya

With "Chinese fever" continuing to heat up, the demand for learning Chinese in Africancountries is also expanding. In December2005, Africa’s first Confucius Institute founded in theUniversity of Nairobi, Kenya, and so far, Kenya has two Confucius Institutes and a RadioConfucius Classroom, and increasingly more Chinese language teaching schools. Chineseteaching in Kenya is flourishing. Due to the restricted teaching conditions, the learning time islimited to some extent; however, most of the learners have strong motivations and interests inlearning Chinese with urgent requirements of practical Chinese, and have intense desire tocommunicate with Chinese.From the perspective of language communication, listening and speaking skills are regardedparticularly essential among listening, speaking, reading and writing. Although there is limited time in learning Chinese for Kenya students, they do have high expectations for listening and speaking skills. In this paper, I make efforts to explore the current situations of Chinese learning, particularly listening and speaking in Kenya through the survey of interview. The fact implicates that in practical listening and speaking lesson the teachers do not pay much attention to listening and speaking skills but the explanation of vocabulary and grammar instead. On the basis of the current situation, it is especially urgent to seek for a proper teaching method.During my Chinese teaching period in Confucius Institute of Kenyatta University, I attemptto apply task-based teaching methods into Chinese listening and speaking, achieving effective results. This paper is the summary and research based on the practice in teaching.This paper is divided into six chapters: the first chapter is a brief introduction of thebackground and significance of the topic, elaborating task-based teaching method at home andabroad and its wide research of the task-based teaching methods applied in Chinese listening andspeaking; Chapter two conducts a detailed analysis on task-based pedagogy and listening andspeaking teaching theory, providing theoretical guidance for the Chinese teaching practice;Chapter three explores and analyzes the feasibility of the task-based teaching methods applied inChinese listening and speaking teaching in Kenya through questionnaires and interview; Chapterfour gives the specific application Chinese listening and speaking in Kenya, including goal,teaching objects, teaching materials and other aspects of the case, and furthermore displays atask-based listening and speaking teaching case. Chapter five is the evaluation of theeffectiveness of the teaching; Brief summary analyzes the advantages of the implementation ofthe teaching method, pointing out the inadequacies of this study.I hope that this study will be helpful for overseas Chinese teaching and research,particularly listening and speaking teaching studies in Kenya.