Exploration Of Cognitive-Communicative Approach In Teaching Chinese As A Foreign Language And Instructional Design

The scientific methods of second language teaching have formed many schools from birth to develop up to now. Although every method has its specific teaching mode and theoretical support, it present the development trend of integration. In view of this,the paper presents the viewpoint that to unify the cognition and communicative function in Chinese language teaching.Given full play to the learner's own language ability, to have an active cognition about the rules of the target language. And cultivate their ability to use the target language properly.Meanwhile introducing the method "cognitive- communicative approach" widely used in English teaching to Chinese teaching as a foreign language, to study its rationality, feasibility and teaching mode.This paper analyzes the theoretical basis from which to determine that the transformational generative grammar theory and functional linguistics are its linguistic theory, and humanistic psychology and cognitive psychology for its psychological basis.And then according it followed view of language to analysis the reasonableness of the "cognitive" and "communicative" combined. Made on the basis, the method "cognitive- communicative approach" presents that to improve learners' voluntary cognitive ability and language communicative competence as its fundamental objectives.And to clarify the specific teaching principles based on universal principles of Chinese teaching as a foreign language.After re-positioning and analysis the role of teachers and students in "Cognitive Communicative Approach", combined with its theoretical guidance, teaching objectives and principles to have an instructional design of Chinese teaching as a foreign Language.And then analyse its teaching corpus,teaching program, practice, teaching assessment to construct its general teaching mode. Finally, by teaching practice to prove its legitimacy and operability, and analyze the feedback information from students to draw a conclusion that the "cognitive- communicative approach" teaching method and model in teaching Chinese as a foreign language is effective and has a significant research value.