The Approach Of Combined TBLT And 3P Teaching Methods In Junior Oral TCSL

With the development of increasing people to learn Chinese all over the world, more and more people start to pay close attention to China and Chinese culture. Besides, the increasing Chinese language learners walk into Chinese classrooms annually. Under this kind of situation, it also constantly has more requirements of Chinese as a second language teaching. Also, Chinese teachers are shouldering growing responsibility and pressure.Among this situation, as a required course, Chinese spoken courses are paid more attention by some research scholars and it also occupied a crucial position. One of the key points of Chinese as second language teaching and research, is the innovation of teaching method for spoken Chinese. For this kind of course, under the present circumstances, some Chinese teachers are using traditional ’presentation—practice— production’(3P) teaching mode, while others are using ’tasked—base language teaching’ methods, which is a new way in foreign countries. Both of them belong to Communicative Language Teaching. And both are on purpose of developing students’ communicative language ability.Traditional 3p teaching mode mainly uses Grammar-translation method and Structural method. But in effect, in junior oral Chinese courses is not very effective. Sometimes students’language level just keep in knowledge rules itself, but not effective in actual communication applications.Nowadays, task-based teaching method is a kind of new approach, the different and special point of it is the introduction of the concept of ’Task’—regard ’Task’ as a form of teaching into the classroom teaching.This article intends to put "task-based approach" practice activities into traditional 3P teaching methods. After learning point of communicative function, with "learning by doing", from traditional teachers’ teaching as the almost parts switch to the student as the almost part of class. In addition, with combining tasks teaching practice activities, we could not only to help students grasp syntactic function, but also develop students’ oral communication skills, and even improve students’ ability to solve practical problems.Whether in the grammar show section or in the application section, it is an improvement that combined ’Task’ into oral teaching activities, and also, there still has much more space in development.