An Empirical Study Between Input Processing Teaching Method And Task-based Teaching Method

Input processing teaching method is based on the input processing theory.Its main purpose is to learn the structure through input processing,guide learners to establish the correct connection between language form and meaning,and absorb and internalize language input into their own language system.The task-based teaching method is based on the interactive hypothesis,and the teaching mode is guided by the "task",in which the target language is acquired and the practicability and functionality of the language are emphasized.Since the two teaching methods came into being,they have attracted a lot of attention in the field of second language teaching.The teaching theories and specific teaching models involved in them are also hot topics in the academic circles.In teaching Chinese as a foreign language,“Bi-sentence” is one of the necessary teaching contents,which is also a major language difficulty for Chinese learners.To explore the application of these two teaching methods can enrich the teaching theory of TCFL and help the optimization of TCFL teaching methods.In this paper,39 primary Chinese level international students in Nanjing University are taken as the experimental objects,and the teaching of “Bi-sentence” is taken as an example to conduct a comparative study on the input processing teaching method and task-based teaching method.In this paper,39 subjects were divided into three groups: input processing group,task-based teaching group and control group.Input processing group and task-based teaching group adopt corresponding teaching methods to implement teaching respectively.This experiment is divided into pretest,post test and follow-up test.The purpose of pretest is to select the experimental object and ensure the scientificity of the experiment.After the corresponding teaching intervention to different experimental groups,the initial teaching effect of task-based teaching method and input processing teaching method was compared.Two weeks after the end of the post test,a follow-up test was conducted to compare the retention effect of the two teaching methods.After three tests,SPSS software was used to analyze the experimental data.The main research results of this paper are as follows: the teaching effect of input processing group and task reinforcement group is better than that of control group in general.There is significant difference in teaching effect between the experimental group and the control group.In terms of expression and output,the teaching effect of task reinforcement group is better than that of input processing group.In terms of grammar understanding,the teaching effect of input processing group is better than that of task reinforcement group.In the subsequent effect on maintaining,the input processing group and task reinforcement group have better delay.In terms of the types of errors in the "Bi-sentence",the input processing group had a higher frequency of errors in the following order: improper collocation of adjectives,omission of "de" words,resultative complement error,and degree adverbs added by mistake.The task enhancement group had a higher frequency of errors in the following order: improper collocation of adjectives,omission of "de" words,degree adverbs added by mistake,resultative complement error.In terms of structure,this paper is divided into five chapters.The first chapter is the introduction part,which briefly introduces the research background,significance,research content and methods,and combs the ontology research of “Bi-sentence”and the current situation of TCFL research.The second chapter introduces the experimental scheme of this paper,mainly on the experimental object,experimental content,experimental implementation process,experimental tests and standards.The third chapter compares the teaching effect of input processing teaching method and task-based teaching method,and qualitatively analyzes the types of errors of the subjects.The fourth chapter is the teaching strategy research,from two aspects of textbook compilation and classroom teaching,it puts forward the teaching suggestions for the teaching of “Bi-sentence” in TCFL.The fifth chapter is the conclusion part,which summarizes the research results of the whole paper and reflects on the shortcomings of the research.