Intermediate Spkoken Chinese Teaching Design Based On Activity Theory

Language is the most important tool in communication through the whole human world. The goal ofthe Chinese courses for foreigners is to cultivate the learners’ competence of communication in Chinese,and it should be noticed that Intermediate Spoken Chinese which is connecting the higher level and thelower one has a critical place in learners’ oral Chinese acquisition. Therefore, international Chineseteachers have carried on searching and studying various teaching approaches or teaching models toimprove the oral Chinese teaching. However, the traditional teaching is still in charge of IntermediateSpoken Chinese. As an unique teaching theory, Activity Theory has given a major push to promote thetraditional teaching, including teachers’ monologue and cramming method of teaching. Activity Theorylays emphasis on students’ active participation and lets them feel respected and self-fulfilled, which canstimulate students and be good for building a nice teacher-students relationship.With Activity Theory being the point-cut, this thesis summarizes the connotation of the oral Chineseacquisition activity theory based on the Activity theory.Meanwhile, under the guidance of macro theoriesand with the researches that linguists and scholars have done, it can be learned that being practical,subjectivity, and creative has enlightened the teaching of Intermediate Spoken Chinese. It can also helps tochange the traditional teaching mode,promote the overall development, stimulate students’ learningmotivation, and develop their interest in learning Chinese. Therefore, it can be said that it is practical andfeasible to bring Activity Theory into the teaching of Intermediate Spoken Chinese. Thus, this thesis hasmade a thorough analysis of learning and teaching strategies of Spoken Chinese teaching, and tries toobtain a conclusion of the pricinples, methods, approaches, and those what need to care in the SpokenChinese teaching which is under the guidance of Activity Theory. At the same time, the author hopes thisresearch will do some good to the study of the Spoken Chinese teaching. In addition, this paper tries todesign a teaching case of a kind of special activity through adopting Activity Theory into oral Chineseteaching and makes a reflection after this, which aims at verifying the result of adoption of Activity Theoryin the teaching of Intermediate Spoken Chinese. This research has made a experimental case for theteaching of Intermediate Spoken Chinese with the guidance of Activity Theory and thus made itself valuable.