Instructional Design Of Chinese Comprehensive Lessons To Improve The Chinese Spoken Ability Of 1^st Year Students In The University Of Kelaniya

Spoken Language teaching plays an important role in Chinese Foreign Language Teaching, because a large number of communicative activities are achieved through the expression of oral language. With the point of view of Foreign Language Teaching, the primary stage is the beginning of the entire teaching process, and this stage of learning plays extremely an important role for students in future learning. While the spoken course has the purpose of developing oral communication skills of students, therefore, set up a segment of speaking course at primary level is very necessary.The Chinese department of University of Kelaniya, Sri Lanka had only Comprehensive lectures which lead to lack the spoken language training opportunities for the students, and produce a negative impact to improve students’ oral communication ability. However, with the implementation of foreign language teaching, the language skills and oral communication skills training of students became particularly important. Also the spoken language is a part of comprehensive teaching. Due to this reason, Kelaniya University has started individual spoken Chinese lectures currently. Although they have arranged individual spoken lectures, but the period of time which has allocated is really insufficient. Students have one hour of spoken lecture for a week. Therefore students’ communication ability is very poor.In order to overcome the shortcomings of Chinese Teaching in Sri Lanka, and to improve students’ Chinese communicative competency, It can be said that, combine a Chinese spoken teaching part to the teaching design of comprehensive lecture is a very effective and timely solution for the prevailing problem. Therefore, this article strives to explore how to combine the content of spoken language in to the comprehensive instructional design. And also hope to provide reference to teach how to use instructional teaching designs to improve and enhance the teaching efficiency further.This thesis is based on the theory of instructional design, the theory of foreign language learning. Using communicative approach method investigates the past and present situation of the teaching of spoken Chinese of first year students in the University of Kelaniya. Also analyze the problems and deficiencies of both teaching and learning of spoken Chinese and it gives a start to teach spoken Chinese together with comprehensive instructional design.In the basis of master the theory, and based on the current shortcomings of Chinese Language teaching in Sri Lanka, hope to make an oral teaching design programme for the first year students. First, propose the principles of instructional design, including the teaching content and teaching methods. Secondly, suggest the first year students to have integrated curriculum with the overall design content of overall language teaching. Finally put the overall design in to a specific case.During the internship in the University of Kelaniya Sri Lanka, I had the opportunity to use this instructional design oral language teaching together with comprehensive lessons for the first year students. In the teaching process, I found that many of its advantages and shortcomings. Unfortunately, the internship time was too short, yet to be seen how it works. Therefore, more convincing results need to rely on more extensive experiments to prove, and need to conduct further research in the long-term.