Research On Oral Chinese Class In-classroom Task Design

In the process of teaching Chinese as a second language,it is the main idea to cultivate the learners' ability to communicate in Chinese.Admittedly,teaching spoken Chinese plays a significant role in the whole teaching system.Task based teaching method has been invented due to the increasing emphasis on the communicative function of a language on learners' part.Task based teaching method encourages learners to learn from hands-on experience that comes from actually doing it.In the process of teaching,the teachers are expected to facilitate specific,feasible tasks for students to reach their goals of comprehending and mastering the language.Task based teaching method is designed meant to interest learners with real life learning experience.Meanwhile,it is suitable for the learners' certain age group,and their learning psychology.Task based teaching method also engages the learners to the highest extent,learners will reach their learning goals by completing the tasks while cooperating with others,maximizing their learning potential and broadening their creative way of thinking.Through classroom teaching results,it is worth noticing that problems do exist,such as unequal task assigning,uneven classroom participation levels in oral Chinese teaching environment.Combining different task models of different individual learners with my own researching experience,this paper lists out 12 types of suitable oral Chinese teaching task modeling designs as following: "forecasting and guessing,enumerating tasks,sorting and categorizing,piecing together,memorizing,making comparison,restoring discourse,information describing,exchanging viewpoints,making decisions,solving difficult problems," attempts to practice the mentioned models have been made.Therefore,teachers are expected to cultivate a learning atmosphere that is relatively relaxing yet intellectually stimulating.Additionally,teachers should design and facilitate the learning tasks based on the learners' age,learning style and existing language proficiency,and the needs of different individual learners.Teachers are also encouraged to assess and analyze the learning outcomes of the learners according totheir individual differences and characteristics.This paper also finds that teachers are to use the time in a reasonable manner and pace,reflect on the learners' feedback and adjust their teaching accordingly.Problems that will have been discovered will be noted and reflected on,possible solutions will be discussed in order to achieve best teaching results.