A Teaching Research On Tcsl Intermediaye Lenel Listening And Speaking Class Based On Task-based Langyuage Teaching Mode

The task-based language teaching model is a teaching model that is different from the traditional teaching mode,which takes the learners as the main body and achieves the goal of language teaching through the completion of the task assigned by the teachers with the aim of cultivating learners' target language skills.This teaching model was proposed by the American educator Dewey and had been widely used around the Western countries in the 1980 s,and it also received attention and recognition in foreign language teaching in China in recent years.Today that the "Chinese fever" continues to heat up,many foreigners from different countries takes learning Chinese as a popular trend,and their number is getting more and more for learning Chinese as a target language.Researchers studying Chinese as a foreign language are also constantly examining what kind of teaching model shall be used to make foreigners learn Chinese better.The task-based language teaching model will rely on its own advantages and attract much attention from scholars who takes teaching Chinese as a foreign Language.Although there are some achievements in the study of the task-based language teaching model,it is still lack of experience in the application of practical teaching,especially in the teaching and learning of foreign language.In my second year of graduate internship,I am a listening and speaking teacher in the junior class for Chinese as a foreign language in my school with a certain understanding of the teaching model in the listening and speaking class.Through the study of the task-based language teaching model,the model is considered to be well applied in the junior listening and speaking class for Chinese as a foreign language.In this paper,it applies the task-based language teaching model to the teaching design of the junior listening and speaking class for Chinese as a foreign language and finds some problems and its solutions through the introduction of the task-based language teaching model.The second chapter involves a main introduction of the task-based language teaching model,namely the "student-centered" mode of teaching base on communicative language teaching.The second language acquisition theory,constructivism theory and interaction theory constitute the principal theories greatly affecting the generation of task-based language teaching mode;the "task" here isdefined as the communicative language activities launched by the learners following the linguistic learning,understanding and experiencing;the task is specifically classified into six categories,i.e.enumeration,arrangement and classification,comparison,problem-solving,personal experiences sharing and creative task.In terms of task designing,ten principles are basically involved,including authenticity,interactivity,involvement,purposefulness,interestingness,laddering,cooperative,operability,teaching material-related,and learners' subjectivity.Overall,the model is characterized by learner-centered,highlighting teaching process,stressing the target language for communication activities use and combined in-class language learning and after class language activities.The third chapter elaborates on applying task-based language teaching mode in the TCSL Intermediate Level Listening and Speaking class enjoys various superiorities including elevating the learners' initiative,activating classroom atmosphere,constructing the linguistic knowledge structure of learners and abridging the distance between classroom and real life;the task is analyzed from the five elements of task goal,input materials,class activities,the role of teacher and learners,and task environment;finally,the matters needing attention involved in the application of task-based language teaching mode in the TCSL Intermediate Level Listening and Speaking class are expounded in the chapter,instancing revolving around the learners as the center,paying attention to the difficulty degree of task and appropriately launching process evaluationThe fourth chapter mainly explicates the three phrases of task implementation in the task-based language teaching mode,namely pre-task,task cycle process,and language focus.In combination with the textbook,specific case design is formulated.Ultimately,Chapter 5 summarizes the lingering problems found in the application of task-based language teaching mode in the TCSL Intermediate Level Listening and Speaking class,encompassing backward ideas of teachers and inappropriate selection of teaching material.In view of this,we should improve the overall quality of teaching faculties,select and compose proper teaching materials;as far as learners and teaching task design is concerned,based on the individual differences of learners and irrationality of teaching task design,the paper suggests executing reasonable and effective grouping and designing proper tasks gearing to actual circumstance;In terms of task implementation,inadequate preparation and less precise post-task evaluation is discovered.For this,it is desirable to make full preparations before task and consummate the evaluation mechanism after task;With respect to teaching mode,we can by no means overly pay attention to communicative teaching and ignore the study of language forms,but rather combine a diversity of teaching modes used in practical teaching.I hope that this paper could provide some concrete ideas and opinions for the application of the task-based language teaching model in the intermediate listening class.