The Comparative Analysis Of Task-based Chinese Oral Materials

Task-Based Language Teaching has been rising since the 1980 s.With the wave of the craze for Chinese,Task-Based Language Teaching has deeply concerned and favored by teachers in the field of Chinese as a foreign language.Especially in oral Chinese class,it can be a good way to mobilize the learning atmosphere of students and guide students to learn independently in the process of completing tasks.Teaching materials are the bridge between students and teachers.A set of high-quality teaching materials can be convenient for teachers and students.Task-based Chinese oral materials are widely applied in many task-based Chinese oral classes.Based on the current development of task-based Chinese oral textbooks,this paper selects two sets of typical Chinese oral textbooks that are completely task-based,and discusses the characteristics and task settings of them.At the same time,the similarities and differences in terms of the quantities,difficulties and types of tasks are analyzed.Whether the task settings are reasonable,whether it reflects the principle of task design,and whether it conforms to the learning characteristics of intermediate oral learners are presented in this paper.In addition,this paper analyzes the users’ expectations and evaluations of task-based oral materials and puts forward some pertinent suggestions.It makes a contribution to the improvement of task-based oral teaching materials,and has reference value for teachers to carry out task-based activities and benefit from the teaching materials.There are six chapters in this paper.The first chapter is an overview of the background,significance,and the related researches based on task-based teaching materials and Chinese oral materials.The second chapter defines task-based Chinese oral textbooks and analyzes the characteristics of them from the perspectives of writing style,language elements and exercises.Chapter Three makes comparisons of two sets of task-based Chinese oral textbooks,“Er Ya Chinese·Communication” and “New Target Chinese Spoken Language” from multiple perspectives.The fourth chapter investigates learners’ demands for task-based Chinese oral materials and interviews the teachers about their opinions of two sets of textbooks.The data statistics from the surveys are also conducted and analyzed.Chapter Five puts forward some suggestions on how to revise and apply these two textbooks in task-based oral Chinese classes.The last chapter summarizes the results and the shortcomings of the research in this paper with some expectations.