The Research On The Application On Formative Assessment System In TBLF

Since 20TH Century,the world has witnessed an increasingly powerful China with its ever important role in world politics,economics,and culture.As a consequence,there has been a Chinese learning fever around the world as a way to know more about traditional Chinese culture.In this trend,the Confucius Institute has risen to the most authoritative official non-profit social service organization.It serves as a bridge between China and the rest of the world in terms of Chinese language and culture.As a TCSL major student,I have been given the honor to participate in a one-year program as an exchange Chinese teacher in the Confucius Institute in the University of Western Australia.During this period,it is observed that the major teaching method used in Chinese classes of primary schools in Perth,Australia is task-based language teaching,known as TBLT.TBLT,first emerged in 1980s,emphasizes on learning by doing.Under the method,a real-life environment is provided for the students.It assumes that a large amount of language input and output is the key to motivating language learners,especially children.And a comprehensive,objective,and scientific teaching assessment is an indispensable part of language teaching.Under the guidance of TBLT,the formative assessment can give a more authentic feedback than the traditional summative assessment,therefore,making it possible for the students to adjust their learning strategy and teachers to improve teaching method.This article,based on the one-year teaching experience of the author in the Confucius Institute in Western Australia,will first elaborate on how to design a formative assessment system for TBLT and its application,and then try to offer some reasonable suggestions,which,the author hopes,may shed some light in Chinese language teaching.