Task-based Instructional Design For Chinese Existential Sentences

Task-Based Language teaching, TBLT is a widely used second language teaching method in the international community currently. It has been vigorously advocated by domestic English language teaching profession and has been applied in universities, primary and middle schools classroom. TCFL profession is very interested in it as well and in the past decade, a large number of research results which involved in theoretical research and teaching practice of TBLT have come out.But, so far, the research into the grammar teaching using TBLT has been limited, and there is no results about task-based instructional design for specific grammar points being published.TBLT is not linked by grammar while it stresses the significance of language and the completion of the task, which is understood by someone that TBLT does not have to talk about grammar. But in fact, as a teaching method, TBLT doesn’t conflict with grammar teaching. Because the goal of TBLT is to enhance the communicative competence of learner’s language which can’t be separated from the grasp of the language form, grammar teaching has always been an important part of language teaching. In the case of task syllabus of domestic teaching Chinese as a foreign language hasn’t been established and the task-based foreign language teaching materials is lacking, the study of how to combine TBLT with grammar teaching should have some application value.The existential construction is not only a special kind of sentence pattern in modern Chinese but also a difficulty of Chinese grammar learning for foreigners. On the basis of sorting out the researches of existential construction in the field of Chinese language and TCFL, under the guidance of TBLT,the present thesis attempts to introduce four designs of existential construction teaching for objects of different countries and ages.