Researches On The Instructional Design Of Intermediate Chinese Writing In TCSL

Chinese-writing teaching in TCSL, compared with listening, speaking and reading, has relevant slow development, less experience and insufficient research. For mid-level international students, it is not easy to deal with the problems on linguistic forms, discoursal structures and sentential cohesion. As writing is difficult to them, they show a low learning enthusiasm to it. For teachers, the teaching content of writing is extensive, so it is hard to control the whole class. Considering these problems on both students and teachers, we find it a major task for TCSL writing courses to find some proper teaching strategies equipping and improving the students with writing ability.This paper aims at learning about the current teaching situation of the intermediate level TCSL writing courses mainly through questionnaire surveys, interviews with teachers and error analysis of students' writing. Some obvious problems exist in TCSL writing courses. For teachers, they conduct a teaching method that is too single as well as the modifying way of students' writing, resulting in a weak students' involvement in the classroom. For students, they own a poor basic knowledge of Chinese language, which leads to problems mainly on linguistic expression and textual cohesion. In addition, article with strong structure is relatively difficult for students. Thus, equal importance on both content and form of Chinese language should be attached to in TCSL writing courses.To solve the problems mentioned above, this paper, based on some teaching methods including brainstorming, process approach, genre-based approach and cooperative teaching approach, presents a study on teaching design and an analysis on specific teaching cases by taking Developing Chinese:Intermediate Writing as the textbook. And all these work done have been well considered to students' condition and teaching circumstances of the test class.In the end of this paper, a verification research on teaching design is carried out, demonstrating that the teaching design is normally accepted by students and, to a certain extent, enhances students' learning enthusiasm and interest. Thus, the Chinese level of the students has been improved. Then, a conclusion may be drawn that the teaching design mainly reaches the expected teaching goal and it does have some certain feasibility when being conducted.