| Summary: | 碩士 === 臺北市立大學 === 華語文教學碩士學位學程 === 104 === Content analysis, survey research and action research methodology were conducted in this study to design and implement oral tasks for Chinese beginners. The purpose of this study is by using oral tasks to teach learners “what”to speak and“how”to speak Chinese in particular occasions of daily life. Also, the oral task is aimed to establish students’knowledge of language expression and ability of communicative interaction.
This study’s participants were based on beginning level Chinese heritage learners between age 14 to 17 form Europe and America who attended 5 weeks Chinese program to learn Chinese during the summer in Taiwan. Depending on textbook, researcher design and implement four oral tasks, including Oral presentation- self introduction, Role play task- meals ordering and shopping, and Information gap task- inviting classmates.
Results of this study showed that,
1. Although there are various types of tasks, which can be divided into three main categories. The first is general practice activities such as“enabling task”or“pedagogic task”. The second is the task in relation to real-life situations with a communicative purpose such as ‘real-world task. The third is“target task”that can be used in the real-world.
2. According to researcher’s observation and learners’ feedback showed that if the oral task procedures were too difficult, classmates completed the task in English or they weren’t willing to participate, it will influence effectiveness of oral tasks.
3. The result showed although there is still room for improvement on oral tasks, most learners agree with four oral tasks designed by this study that can help them improve their speaking and communicative ability.
Furthermore, many learners chose “Oral presentation” as one of the most useful oral tasks.
|
|---|
