The Instructional Design Of Chinese Pronunciation Based On Task- Based Language Teaching

In recent years, the development of Chinese teaching in Thailand is very fast, Thailand is one of the countries which have the largest number in Chinese teachers and learners of Chinese language in the world.Look from the number, Chinese teaching in Thailand carry out a wide range, but on the basis of the actual observation and other scholar’s study suggest that Chinese teaching in Thailand has a lot of problems.Chinese learners in the primary level of Thailand is a group of people who have more problems in Chinese pronunciation, grammar, vocabulary, sentence and so on.In Chinese pronunciation of Thai students, the author in the comprehensive observation of the predecessors’ research found that the problems of Thai students in Chinese pronunciation is very typical, it’s really hard for them to pronounce rightly the z [ts]、c [ts’], zh [ts]、ch [ts’]、 sh [s]、r [z], j [tc]、q [tc’] x [c], but these problems can be improved through scientific training.The task-based language teaching is a hot research in recent years, has a solid theoretical foundation and the unique teaching mode, get a good effect in the practical teaching.Do a good job in teaching design before teaching, is an important prerequisite for Chinese lessons.So how to use the existing teaching resources, to improve the Thai students’Chinese pronunciation, to achieve the ideal teaching effect?The author hope he can use the task-based teaching theory, combining with the characteristics of Thai and Chinese pronunciation and Thai students’ personality characteristics, to design a Chinese pronunciation teaching for the students in Phanphittayakom School of Phan District, Chiangrai, Thailand where the author teaches, training and improving students’ pronunciation.This paper mainly involves the following three aspeets:First, preparation before the teaching design. In this part it will mainly include the theoretical foundations of task-based teaching, determining teaching contents and teaching objects, the teaching analysis based on the teaching contents and teaching objects; Second, the concrete teaching design. After the overall design, the teaching contents, teaching tasks and teaching aids will be designed, and then go on the actual teaching; Third, statistics and analyses of the teaching effect, to verify the actual effect of the instructional design based on the statistics and analyses of the students performances in the tests, and provide references and bases for future teaching.