The Study Of Task-based Teaching Method In The Teaching Of Idioms In Senior Class Of Chinese As A Foreign Language

Idioms are fixed phrases with written color idiomatic.Idioms are an important part of Chinese vocabulary.It is derived from people's long-term living and labor practice,with rich and colorful meanings and specific cultural connotations.Idioms are interspersed in the teaching of middle and senior foreign students' Vocabulary and it played an important role in the oral,listening,intensive and writing classes of the foreign students.Foreign students are interested in the idioms and they have strong motivation to learn the idioms,because of the needs of higher learning,better job and understanding of Chinese culture.Because the structure and connotation of the idiom are very complex,the teaching methods are not perfect and the study methods of the foreign students are not appropriate,the teaching efficiency of the idioms is not high.This leads to the poor effect of the learning idioms of the foreign students and the more problems in the course of learning.The teaching of idioms has always been the key and difficult point in the teaching of Chinese as a foreign language.First,The article makes a summary of the idiom itself and it gives us a detailed description of the structural and cultural characteristics of the idioms.Secondly,through the investigation of the error examples in the "HSK dynamic composition corpus",we can get the five types of errors.It mainly includes "semantic errors","grammatical errors","pragmatic errors","writing forms mistaken" and "the problem of vacancy".The outstanding problems in the acquisition of the idioms of the foreign students are verified by the idiom—test of the senior class students in our school.These data and resources have laid the foundation for us to formulate a reasonable and effective idiom teaching scheme,and provide a direction for us to solve the idiom errors.The last but not the least,prove the feasibility of Task-based Teaching in Chinese idioms for foreign languages and the theoretical and practical achievements of the former Task-based Teaching method in teaching Chinese as a foreign language.Aiming at the five major types of errors in learning idioms,a task-based teaching case design is carried out,hoping to reduce students' idiom errors through this teaching method.The erroneous sentences in this article come from the "HSK dynamic composition corpus" sponsored by the Beijing Language and Culture University and daily exercises,assignments,and test papers of the students of the University.The idioms used in the case are from the New Chinese proficiency test outline· HSK six level,The Chinese level vocabulary and Chinese character syllabus,The Boya Chinese· flight chapter,The development of Chinese advanced oral language andThe road to success·sprint.The selected corpus is applicable to the classroom teaching of senior class students,which is pertinent and practical.The first part is the introduction.firstly,analyzes the research background,the necessity of teaching Chinese idioms and idioms teaching methods,the research status of idiom teaching method;secondly,the research object of this paper was limited and in the end of this article,researching methods and innovations are described.The second part of this article is an overview of idioms,which is a study of the idiom noumenon.It mainly includes the definition of idioms,the source of idioms,the characteristics of idioms and the structure of idioms.This part is mainly about the previous interpretation of the definition of idioms,and the description of the structure and format of the idioms.The third part of this article is the error of the acquisition of idioms for foreign students.It mainly analyzes the problems arising from the acquisition of idioms and the using of idioms in the acquisition of idioms.First,we summarize the research status of idiom acquisition errors,including five types of error problems:semantic errors,grammatical errors,pragmatic errors,errors in writing forms and vacancies.Secondly,by analyzing the examples of errors in the “HSK dynamic composition corpus”,as well as the idiom test for foreign students in our school,we get the five major error types of foreign students and explain each kind of errors.Finally,it summarizes the main causes of errors in studying of idioms and explains three aspects:process of foreign students' acquisition,classroom teaching and complexity of idioms.The fourth part of this paper focuses on the application of Task-based Teaching in the idiom teaching.First of all,through the analysis of the ontological research results oftask-based teaching method,the production,connotation,principles,teaching process and evaluation methods are explained.Secondly,by summarizing the research results of Task-based Teaching methods in "English Teaching","Teaching Chinese as a foreign language" and “Task-based Teaching in the idiom teaching”?“The possibility of the implementation of the task-based idiom teaching method ”,it provides a theoretical support for the core part—designing of the Task-based teaching in idiom of this article.Finally,we analyze the principles that should be followed in Task-based idiom teaching,explain the teaching situation,illustrate the the source of the corpus and resources.We designed the teaching case and organized the teaching feedback,then we verified the effect and advantage of teaching.The fifth part of this paper mainly summarizes the achievements and shortcomings of the paper and some suggestions on the field of Task-based teaching of idiom in order to make a reference.The above five parts are the main contents and key components of this article,and the third and fourth parts are the key parts of this paper,which are also the core of this article.I hope that i can do a little for the teaching of idioms in Chinese as a foreign language.