| Since the beginning of the new COVID-19 in late 2019,International Chinese Teaching classes have moved to online classes almost overnight.Speaking classes,which aim to cultivate students’ oral expression and daily communication skills,have also moved to online classes,but it is difficult to arouse students’ interest and motivation because of the single teaching method,difficulty in carrying out teaching activities and lack of interactivity in online teaching,making it difficult for students to effectively conduct oral.This makes it difficult for students to effectively output spoken language and to meet learners’ needs for oral learning.Therefore,it is worth studying how to improve learners’ oral output and meet their oral learning needs in online Chinese speaking classes.The "continuation" theory proposed by Wang Chuming(2016)has been proven to be effective in promoting learning in both English and Chinese second language learning,but it has not been used much in Chinese second language oral teaching,and its application in the field of online oral class case teaching is rare.This is a language learning concept that is known for its simplicity,practicality,and effectiveness in promoting learning.After reading the relevant literature,I tried to teach three students one-on-one online Chinese speaking classes for six months to explore the effectiveness and applicability of "Read and Then Continue Speaking" in online Chinese speaking classes.The author designed four types of "continuation" exercises based on the knowledge points of "HSK Standard Course 3" and "HSK Standard Course 4",the different learning needs of the three students and their personal interests.Each of the four types of exercises was carefully chosen to suit the students’ reading materials,so that they could improve their oral communication and expression skills in the mode of "Read and Then Continue Speaking" and meet the oral needs of each learner as much as possible.Through class observations,analysis of the effectiveness of the instructional design,student questionnaires and post-class interviews,we investigated whether the "Read and Then Continue Speaking" practice tasks could meet students’ needs for spoken Chinese and whether they had a significant learning-enhancing effect.Through the analysis and summary of the results,we found that students were more satisfied with the design of the "Read and Then Continue Speaking" exercise,and the students’ learning effectiveness and motivation in the classroom were significantly improved.The practice of "Read and Then Continue Speaking" can verify its effectiveness and meet the learners’ needs for learning spoken Chinese.The innovation of this study is to apply the teaching mode of "Read and Then Continue Speaking" to the online one-on-one Chinese speaking class,and to help students improve their oral communication skills and meet their learning needs through a variety of practice tasks.This kind of teaching idea and experimentation provides some new directions for teaching and practicing in online one-to-one Chinese speaking classes.At the same time,the author recognizes the shortcomings of the exercise design from the feedback of the students’ post-class interviews and the feedback of the teachers listening to the class,and reflects and improves on them.These experiences and suggestions will also provide some references for future case studies of teaching exercises in online spoken Chinese classes. |
