An Action Research On The Online Oral Chinese Teaching Of Intermediate Chinese Based On The Output-Oriented Method

Oral teaching is the key in teaching Chinese as a foreign language,and it is the bridge for students from learning textbook knowledge to practical application.During the internship,the author found that there are some problems in online oral Chinese teaching,such as teachers’ emphasis on "input",ignoring "output",resulting in students’ passive classroom performance,and students would not take the initiative to use new knowledge without the guidance of teachers and so on.Based on the outputdriven hypothesis(Swain,1995),the production-oriented approach(POA)emphasizes the role of output activities in language teaching and learning.On the basis of the output-driven hypothesis,Wen Qiufang(2014)added the hypothesis of "input-enabled",that is,the concept of "learning-using integrated principle" which is closely combined with input and output,to help solve the problem of "separation of learning and application".This study attempts to use the method of action research to explore whether the online teaching of oral Chinese based on the POA can arouse students’ interest in learning and improve students’ classroom participation? Is it helpful to solve students’ "separation of learning and application" problem? In the teaching practice,we test the effect of using the POA in online oral Chinese teaching,aiming to constantly improve the teaching program and help students improve their oral Chinese expression ability.This paper takes the international students of Class 6 of the College of International Education of a university in Guizhou as the research object,and carries out two rounds of research,each round of research is six weeks.Based on the guidance of the theory of production-oriented approach and the teaching process of "motivating-enabling-assessing",the first round of research combined classroom observation,teaching diary,students’ homework and test recording and interview results to test the effectiveness of the POA.The results show that the production-oriented approach can improve students’ classroom participation and learning enthusiasm,and help solve the problem of "separation of learning and application" in online oral learning.Based on the reflection of the first round of action research teaching practice,the second round of research is to improve the "motivating-enabling-assessing" teaching process according to the teaching problems found and carry out teaching practice.Finally,this paper analyzes the collected data and summarizes the results of the second round of action research.The results show that the improved teaching scheme can solve the problems in the first round of research to a certain extent,making the POA theory more suitable for online oral Chinese teaching,but the teaching design still needs to be further improved.To sum up,the conclusion of this study is that the production-oriented approach is suitable for online oral Chinese teaching,which can help teachers solve some problems in online oral Chinese teaching,improve students’ classroom participation,solve the students’ problem of "separation of learning and application",and improve teaching effect.