Investigation And Analysis Of The Relationship Between Lanuguage Form And Task Content In Intermediate Task-based Oral Textbooks

In the study of second language teaching,the relationship between form and meaning is a basic issue,so it is no exception in task-based teaching.Language form is one of the most important aspect in Chinese language teaching,and its role in language acquisition is undoubted.Task-based teaching emphasizes meaning-centeredness and also pays attention to language form.Therefore,designing tasks that take into account both meaning and form,and handling the relationship between form and meaning,are the first problems that task-based textbooks need to solve.This article selects two typical intermediate-level task-based oral textbooks.One is Experiencing Chinese Speaking Course IV and the other one is New Target Spoken Chinese Textbook IV.From the perspective of form-meaning continuum,input tasks and output tasks in textbooks would be classified and specific analyzed,according to whether the task focuses on language form or communicative meaning.As a result,we find that the order of the two textbooks is often a form-oriented activity followed by a meaning-oriented task.Different types of tasks Cross-scheduling to mobilize learners' attention to language forms and expressions at different stages.Next,based on Loschky & Bley-Vroman's Three-level Division of the combination of form and meaning as the theoretical basis,we study the language form and task sample in task-based textbooks,refine them into the structural-necessity,structural-naturalness,contextual-authenticity and topic-concentration,and analyze the relationship between language form and task content in teaching materials.In this part of the study,four types of typical grammatical items,topics,and situations in the textbooks were selected as the object of investigation.Using questionnaires,a survey of the naturalness and necessity of the structure of textbooks was conducted among 112 native Chinese speakers.A questionnaire survey on the authenticity of context was conducted by 59 students of Chinese International Education.The obtained data were analyzed by Pearson product difference correlation coefficient calculation method.The study found that the form and content have reached a high level of unity within each other,but there are still some problems and differences in the relationship between the two.This requires the editor of the textbook to pay attention to the relationship between form and content,especially between the context and the structure,and to design communication tasks that meet the real situation,topic concentration,and natural language form.