Instructional Design Of Spoken Chinese Comprehensive Course Of The Fresh Students Of Vietnam's University

Spoken language teaching plays an important role in foreign language teaching. As a large number of communicative activities are achieved through the expression of oral language. From the foreign language teaching practical point of view, the primary stage is the beginning of the teaching process, this stage of learning plays a very important foreshadowing role in the future for students. While the spoken course has purpose of develop oral communication skills, therefore, set up spoken Chinese learning course in the initial stage to students is necessary.The current situation of Chinese language teaching in Vietnam is rather special, the first year students of Chinese department of Vietnam universities, only has the creation of integrated curriculum while has not single oral lesson. This phenomenon led the students lack of spoken language training opportunities, have a negative impact to improve their oral communication skills.In order to overcome the shortcomings of Chinese language teaching in Vietnam, and improve the communication skills of students I when use Chinese, the design of oral language teaching universities teaching of the first grade students is a practical and useful thing. Integrated the first-year oral teaching curriculum with the appropriate content part of the design of is very effective solution.Take the teaching design theory, foreign-language teaching theory, oral language teaching theory, communicative theory as the theoretical basis. Through investigation of understand the first year student's Chinese, find its shortcomings, and recommend to unforeseen reasons. The main reason is not set up first-year oral class, leading the student lack serious spoken language training.In the basis of master the theory, and based on the current shortcomings of Chinese language teaching in Vietnam, made an oral teaching design program to the first-year students. First, proposed the principles of instructional design, including the teaching content and teaching methods. Second, suggest the first-year students has integrated curriculum with the overall design content of oral language teaching. Finally, put the overall design into a specific case. When do internship in Vietnam, I have opportunity to design the proposed use of the contents of first-year integrated curriculum in oral teaching. In the teaching process, I found its advantages and disadvantages. Unfortunately, has too little time to do experiment, didn't see the final results. Therefore, more convincing results need to rely on more extensive experiments to prove, and need to conduct further research in the long-term.