The Design Of Intermediate Oral Chinese Teaching Based On Production-oriented Approach

As one of the main courses to develop students’ Chinese communication skills,oral Chinese course plays an important role in the development of the career of teaching Chinese as a second language to speakers of other languages.However,there are many problems existing in the course.For example,teachers spend too much time in explanations of vocabulary and text,so that students have insufficient time in practicing oral Chinese.Thus,students cannot apply the knowledge they studied in daily life.For this reason,this course is unable to fully improve students’ oral Chinese level.At the same time,the relevant research on the instructional design of oral Chinese courses is unsystematic.It is difficult for teachers to draw teaching experience and suggestions from these instructional designs.The production-oriented approach is a theory of teaching methods aimed at the problem of separation of learning and use in domestic English teaching.The theory emphasizes that students should be oriented to promote their language output.The knowledge studied in the classroom is to improve students’ output skills such as speaking and writing.Since the production-oriented approach is consistent with the goal of developing students’ Chinese communicative competence,it has gradually been applied to the field of teaching Chinese as a second language to speakers of other languages in recent years,and some empirical studies have appeared.Based on the production-oriented approach,following the three steps of driving-facilitating-evaluating,the author attempts to uses the third unit of“hometown” in Developing Chinese as an example of instructional design and carries out an instructional experiment.The purpose of the experiment is to explore the effect of the production-oriented approach in the intermediate oral Chinese courses.After the experiment,the author interviews the experimental group,and conducts a comparative analysis of the data according to the test results of the two groups.The thesis finds that the production-oriented approach used in intermediate oral Chinese teaching is more effective than traditional teaching methods in improving the oral Chinese of studentsFirstly,from the results of student interviews,most students have a positive attitude towards the production-oriented approach.After the experiment,students’ enthusiasm of the course,sense of acquisition,and self-confidence are significantly higher than before.The enthusiasm is mainly represented by students’ active participation in production practice,more focused attention on class,and active thinking;the sense of acquisition is mainly reflected in the improvement of students’ oral Chinese level,awareness of structure,and broadening of knowledge;self-confidence is mainly expressed in students’ courage to express themselves in the class.Secondly,by comparing the two sets of pretest and post-test data,it is found that the overall level of students’ oral Chinese in the production-oriented approach has improved significantly.The pretest scores of the experimental group are similar with the control group,but the post-test scores of this group are significantly better than the control group.Furthermore,the frequency of the target language items used by the students in the experimental group is much higher than that of the control group.With POA-based oral teaching,students’ oral fluency is significantly improved,and the ability to express in paragraphs is enhanced.In addition,they can internalize and actively use the target language project,thus improving oral performance.