Chủ nhiệm: Đặng Hồng Thu Đơn vị: Khoa Ngoại ngữ_ Đại học Hải Phòng Hải Phòng, tháng 5 năm 2019... ii 摘要 任务型语言教学Task 一 based Language Teaching,简称 TBLT,是 20 世 纪 80 年代以来逐渐形成和发展起来的一种语言教学模式
选题理由与意义
Reading is a fundamental and universal method for modern individuals to understand society and acquire information It enables people to comprehend various social activities, phenomena, and events while staying informed about different regions In today's fast-paced world, where life, study, and work require a significant amount of information, reading has become a crucial channel for knowledge acquisition and experience accumulation Consequently, in foreign language education, reading holds a vital position among the four essential skills of listening, speaking, reading, and writing, making reading classes a mandatory component of the curriculum and emphasizing the importance of reading instruction.
As an experienced teacher of reading classes for Vietnamese students, I believe that reading instruction is both a key focus and a significant challenge Traditional teaching methods, which involve explaining vocabulary and grammar before dissecting the text sentence by sentence, fail to engage students effectively This approach does not enhance students' reading strategies or skills, leaving them with only a superficial understanding of the material As text complexity increases, students struggle with unfamiliar content Additionally, many teachers have yet to effectively connect written materials with real-life contexts, resulting in a rigid and unengaging reading curriculum Consequently, this leads to a lack of enthusiasm and low participation among students in reading classes.
To enhance the Chinese language proficiency of Vietnamese students, a significant amount of Chinese language input, particularly through reading, is essential Therefore, it has become an urgent task for Chinese teachers to transform their reading instruction methods to improve the current state of reading education for students.
To address the various issues in Chinese language teaching related to Vietnam, it is essential to explore new methods for teaching Chinese reading This includes expanding the educational approach to emphasize "learning for practical use" and adopting a "learning by doing" philosophy.
Originating in the 1980s, the international task-based teaching method emphasizes students' acquisition of language knowledge and skills through task completion, while also enhancing their communication and teamwork abilities To date, there has been no application of task-based language teaching models in the field of Chinese reading instruction for Vietnamese learners, particularly regarding the intermediate level of Chinese reading education.
The purpose of this study is to explore a novel approach to Vietnamese-Chinese reading instruction by integrating task-based teaching methods, focusing on the Chinese language major students at Haiphong University.
This article aims to offer insights and assistance to teachers engaged in Chinese reading instruction at Haiphong University and other universities that teach Vietnamese-Chinese reading.
研究目的、研究对象与范围
Traditional reading teaching methods are no longer suitable, and Chinese language teachers must update their outdated approaches to enhance their teaching effectiveness, increase student interest in reading classes, and improve students' Chinese language proficiency This highlights the purpose of the research in this topic.
This study focuses on the application of task-based teaching methods, specifically targeting second-year Chinese language students at Hai Phong University in Vietnam.
研究方法
本研究使用以下的研究方法：
Phương pháp so sánh: So sánh giữa phương pháp giảng dạy ngôn ngữ dựa trên nhiệm vụ và mô hình giảng dạy truyền thống "3P", từ đó xác định những ưu điểm của phương pháp giảng dạy dựa trên nhiệm vụ.
(2)文献研究法：通过调查相应的文献来获得资料，从而全面、正确地了解
和掌握我们所要研究的问题
(3)问卷调查法：以书面的形式提出问题然后进行收集资料和总结
（四）采访：教师访谈和学生访谈
(3)观察法：观察学习者在课堂上的诸多表现
文献综述
西方任务型语言教学研究综述
Task-based language teaching research began in the 1980s, with Prabhu's experiments in southern India marking the emergence of this teaching approach The originality of Prabhu's experiments lies in his introduction of systematic tasks as a crucial component of second language classroom instruction.
Prabhu（1987 年）在他的 Second Langguage Pedagogy 一书中认为，任务
Learning is an activity where learners, guided and assisted by teachers, process and understand information through a series of cognitive steps to arrive at conclusions.
Candlin（1987 年）则提出了一系列关于任务选择和分级的标准，包括：
Cognitive load, communicative pressure, uniqueness versus universality, code complexity, and comprehension density are crucial factors influencing understanding Additionally, the continuity of processes plays a significant role in effective communication.
D.Nunan（1989 年）在《交际课堂的任务设计》一书中提出了交际课堂的 任务设计的模式，他认为任务交际模式应该包括：目标、输入、活动、教师角 色、学习者角色和情景。
Willis (1996年)在其专著《任务型学习模式》中将任务教学过程分为三个
阶段：任务前（pretask）、任务环（task cycle）和语言分析（language alalysis）。
Willis的专著标志着任务型语言教学已经从理论走向了实践。
Skehan（1998 年）提倡语言学习认知法，他主张在语言交际环境中根据
To achieve a balanced and sustainable development of language skills, tasks should be designed based on realistic situations while appropriately allocating students' attention The teaching process is divided into three stages: pre-task activities, during-task activities, and post-task activities.
Elliss（2003年）的专著《Task _based Learning and Teaching》中将第二语
Research on language acquisition is closely linked to second language teaching, particularly through a comprehensive analysis and summary of theories related to task-based language learning within the field of second language acquisition.
0 4.2中国任务型语言教学研究综述
中国外语教学界有关任务型教学的研究始于 20 世纪末，至 20 世纪 90 年 代末，己有少数介绍任务型教学的文献，如：吴旭东《外语学习任务难易度确 定原则》（1997 年)、夏纪梅和孔宪辉《“难题教学法”与“任务教学法”的理 论依据及其模式比较》（1998 年)等。2001 年，国家教育部发布《全日制义务 教育普通高级中学英语课程标准》（实验稿），指出：“教师应该避免单纯传 授语言知识的教学方法，尽量采用‘任务型’的教学途径。”自此之后，有关 任务型教学研究的文献越来越多，具体分为：
This article explores the theoretical background and fundamental principles of task-based language teaching, along with its implications for foreign language education in China A key reference is Liao Xiaoqing's work on the theoretical foundations and classroom practices of task-based teaching.
(2001 年)、岳守国《任务语言教学法：概要、理据及运用》（2002 年)、方文
礼《外语任务型教学法纵横谈》（2003 年)、程晓堂《任务型语言教学》（2004 年)等。
This article discusses the practical application of task-based teaching methods in English writing, speaking, and reading classes Notable works, such as Lin Li's "Application of Task-Based Learning in English Teaching" (2005) and Ruan Zhoulin's contributions, highlight the effectiveness of these methods in enhancing student engagement and learning outcomes.
The impact of pre-task preparation on EFL writing has been explored through a comparative study of explicit and implicit instruction methods This research highlights the significance of structured preparation in enhancing writing skills among learners By examining different teaching approaches, the study aims to identify effective strategies that can improve EFL writing outcomes.
A study by He Lianzhen and Wang Min (2003) examined the relationship between task complexity, task difficulty, and language proficiency on the accuracy of language expression among Chinese students Using experimental methods, the research provided a detailed analysis of how these three factors interact and influence students' linguistic performance.
The article "Negotiation of Meaning and Focus on Foreign Language Task-Based Teaching" (2005) examines the application of meaning negotiation in task-based language teaching, highlighting that well-defined language preparation activities prior to tasks can enhance student engagement and overall teaching effectiveness Additionally, Zhao Zhenhua and Mo Xinyu provide a review of recent research on task-based language teaching in China.
In 2005, a comprehensive review was conducted on the research related to task-based language teaching in China from 1997 to 2005, highlighting key findings and developments Additionally, the analysis provided insights into recent topics and trends in task-based language teaching research within the country.
The exploration and application of task-based language teaching (TBLT) in the field of teaching Chinese as a foreign language has evolved in parallel with foreign language education Ma Jianfei's 2000 article, "A New Model for Short-term Chinese Teaching Based on 'Communicative Tasks'," was one of the earliest studies on TBLT in this context, analyzing the current state and classification of short-term teaching, discussing the characteristics of language communication tasks, and outlining key implementation points for short-term teaching based on these tasks In 2002, he further introduced the concepts of task-based syllabi and Chinese communicative tasks, discussing their features and classifications Wu Yongyi's 2006 work highlighted the specific differences between communicative language teaching and task-based language teaching Following 2005, research papers on TBLT in the field of teaching Chinese as a foreign language increased, including Wu Yongyi's reflection on oral Chinese textbooks and Wu Zhongwei's transition from the 3P model to TBLT Wang Yan's 2005 study examined the implementation and challenges of TBLT in beginner Chinese teaching, offering suggestions for its application in textbooks, while Zhao Jinming's 2008 article analyzed issues related to TBLT, emphasizing learning through use and practice.
Research on task-based language teaching in the context of Chinese as a foreign language reading instruction is relatively scarce A notable study by Fan Wenyuan in 2006, titled "The Application of Task-Based Language Teaching in Intermediate Chinese Reading Instruction," outlines three key stages of task-based classroom teaching and discusses its implementation in Chinese reading classes.
越南任务型汉语教学研究综述
Research on task-based Chinese language teaching in Vietnam is still in its early stages, with very few studies conducted so far The existing materials indicate that the focus of current research primarily revolves around task-based teaching methods for Chinese language instruction.
The master's thesis by scholars from the National University focuses on the application of task-based language teaching (TBLT) in Mandarin Chinese speaking classes for learners of Chinese as a second language It encompasses the theoretical foundations of Chinese speaking instruction and TBLT, an investigation into task-based teaching methods for spoken Chinese, and their practical application The study aims to validate the principles involved in the design and implementation of TBLT in intermediate Mandarin speaking education However, the research is limited to speaking classes and does not address the application of task-based language teaching in Chinese listening, writing, or reading courses.
The doctoral thesis research conducted by a graduate student at the National University focuses on the task-based teaching design of Chinese for Vietnamese students However, the research is still ongoing, and the results have not yet been finalized Additionally, the student is not specifically studying the reading course.
As Chinese language teaching and research deepen, the understanding of reading studies has become increasingly profound Recently, there has been significant attention on Chinese reading instruction in China In Vietnam, research on Chinese reading teaching has also emerged, but the application of task-based teaching in Vietnamese Chinese reading education is still in its early stages Scholars and educators are encouraged to focus on and contribute to this area of study.
论文框架
本论文除了绪论、结语、附录、参考文献以外，共有三章：
第一章 任务型语言教学与阅读课教学的理论基础
第二章 海防大学阅读课的教学现状
第三章 任务型语言教学在汉语中级阅读课中的运用
任务型语言教学与阅读课教学的理论基础
任务型语言教学的理论基础
1.1.1任务型的定义
Task-based language teaching, which emerged in the 1980s, emphasizes "learning by doing" as a fundamental approach to language education This method transforms the core principles of language application into practical, meaningful classroom experiences.
模 式 ， 是 近 30 年 来 交 际 教 学 思 想 的 一 种 新 的 发 展 形 态 。 这 种 “ 用 语 言 做
事”(doing things with the language)的教学法在语言教学领域中正日益受到推崇。
The theory of task-based language teaching posits that language mastery primarily results from engaging in language use within activities, rather than merely training language skills or acquiring knowledge In instructional settings, teachers should design specific, actionable tasks centered around particular communication and language objectives Students achieve language learning and proficiency through various forms of language activities, such as expressing, communicating, negotiating, explaining, and inquiring Task-based language teaching integrates the advantages of various previous teaching methods and is not mutually exclusive with other pedagogical approaches.
The increasing emphasis on task-based teaching methods in foreign language education is attributed to their ability to facilitate communication in the learning process Carefully designed tasks by teachers enhance interaction among students and between students and teachers, improving the quality of language use This approach not only energizes the classroom atmosphere but also boosts student motivation for learning.
Task-based language teaching is a fundamental direction in the reform of English classroom instruction in China To effectively establish and utilize this teaching model, it is essential to explore its core concepts, characteristics, and implementation strategies In Vietnam, task-based language teaching is still in its infancy, having only recently emerged and begun to develop.
1.1.2任务型教学中的主要任务类型和设计原则
1.1.2.1任务型教学中的主要任务类型
The classification of task types varies among scholars due to differing analytical perspectives and focal points, leading to diverse categorization methods.
Prabhu 1987年在Bangalore Project中从任务过程中认知特点的角度将任务
分为：信息差任务、推理差任务、意见差任务三类 [ 1 ] ；Pica, Kanagy&Falodun
1993年在《Chosing and using communication Task for second language instruction》
[1] Prabhu，《Second Langnguage Pedagogy》，Oxford University Press，1987
From a psycholinguistic perspective, tasks can be categorized into various types, including puzzle tasks, information tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks Willis (2000) further classifies tasks in his paper "A Framework for Task-Based Learning" into cataloging, sequencing and categorizing, comparing, problem-solving, sharing personal experiences, and creative tasks Nunan (1989) distinguishes between real-world tasks and pedagogical tasks in his book "Designing Tasks for the Communicative Classroom." Real-world tasks involve language use in authentic situations outside the classroom, emphasizing the application of the target language in daily activities such as shopping, booking flights, and making phone calls, thereby enhancing students' language proficiency Pedagogical tasks, on the other hand, are designed specifically for teaching language knowledge, focusing on activities that may not occur in real life but are crucial for language learning Both types of tasks engage students in processes of language reception, processing, transmission, and feedback, effectively improving their input and output abilities and fostering comprehensive language skills, aligning with the goal of task-based teaching to enhance students' practical language application.
Tasks can be categorized into expressive and receptive types based on the method of information delivery It is essential to integrate various language skills in specialized skill courses, rather than limiting activities to a single skill For instance, reading classes should involve both reading and speaking, speaking classes should incorporate listening, and listening classes should include speaking activities By blending multiple skills into specialized course activities, we can enhance overall language proficiency.
1.1.2.2任务型教学中的设计原则
Task-based language teaching emphasizes the development of students' abilities and strategies to complete tasks independently, highlighting the importance of learners' engagement during the task completion process and the experiences gained through communicative activities.
[2 ] Pica, Kanagy&Falodun，《Chosing and using communication Task for second language instruction》，Oxford University Press，1993，第12期
[3 ] Willis，《J.A Framework for Task based learning》，人民教育出版社，2000
[4] D.Nunan，《交际课堂的任务设计》，Oxford University Press，1989
Wei Yonghong analyzes Nunan's statements, highlighting the principles that underpin task-based language teaching.
（1） 互动性原则
（2） 引进真实文本原则
（3） 过程性原则
（4） 重视学习者个人经验对学习的促进原则
（5）课堂语言学习与课外语言运用的相关性原则
Task-based teaching should focus on classroom activities centered around tasks rather than merely practicing language forms These teaching activities must connect with real-life situations and be relevant to students' daily lives, thereby engaging their interest and resonance while enabling them to develop practical language skills rather than just acquiring knowledge Therefore, the design of task-based language teaching should not only align with students' learning patterns and the objectives of the tasks but also adhere to several key principles.
(1)任务的设计要注重真实性。任务型语言教学活动的最终目的和目标是
To cultivate students' language communication skills, task design should be closely related to daily life, providing learners with authentic and clear language information Input materials for task-based language teaching should originate from real-life situations, ensuring that language contexts are as relevant as possible to everyday experiences This approach allows learners to experience the use of the target language in natural classroom settings, enhancing their language application abilities Furthermore, task-based language teaching emphasizes the importance of learners' personal experiences as key resources By creating language contexts that resonate with learners' real-life environments, students not only improve their communication skills but also develop their ability to solve practical problems, achieving the goal of applying what they learn.
The design of tasks must be practical and grounded in the actual classroom environment Educators should take into account the realities of students and the school, as well as the costs associated with implementing task activities Given the limited classroom time, it is essential to avoid overly complex tasks with excessive steps, allowing teachers to maximize the effectiveness of the limited time available.
[5 ] 魏永红，《外语任务型教学研究》，华东师范大学，2003
The design of tasks in the classroom should prioritize engagement and interactivity, providing learners with opportunities to showcase themselves and interact with peers Teachers can enhance task feasibility by offering models or examples when necessary To capture students' attention, tasks must be interesting, as genuine interest is key to focus and completion Therefore, educators should incorporate diverse and enjoyable activities, such as storytelling, role-playing, mimicking, and games, to stimulate learners' motivation without disrupting the overall teaching flow Additionally, fostering multi-directional communication and collaborative activities allows learners to engage in interpersonal and emotional exchanges while solving problems in an active environment, ultimately boosting their sense of achievement.
Task design in task-based teaching should have clear objectives It is essential to establish specific task goals aligned with classroom activities and content These overarching goals can be broken down into smaller, manageable objectives, allowing each learning module to focus on easily achievable targets The completion of these smaller goals serves as a reflection of the overall teaching objectives For instance, teachers can set precise goals for the semester's teaching tasks, which can be achieved through the completion of objectives for each chapter, lesson, learning module, and task activity, ultimately fulfilling the overall teaching goals.
(5)任务的设计要注重合作学习原则。人与人之间的交流是通过互动完成
To enhance the effectiveness of task design, it is essential to emphasize the role of interaction and communication among groups Collaborative learning, which is centered around learning groups, relies on cooperation among members and evaluates performance based on collective achievements During the implementation of tasks, every member has the opportunity to express themselves, fostering healthy competition both within and between groups This interaction and cooperation not only cultivate students' awareness of collaboration but also facilitate mutual learning, allowing them to complement each other's strengths and make collective progress Ultimately, this process helps students internalize their comprehensive language skills as they work together to complete overall tasks.
阅读课教学的理论基础
1.2.1阅读的定义
Reading is a fundamental and widespread method for modern individuals to understand and engage with society, serving as a crucial means of acquiring information Various forms of written content, including newspapers, novels, academic papers, scientific literature, and instruction manuals, all require reading for comprehension and accessibility.
According to Lv Bisong (1996) and Qiao Yinwei (2002), reading is a complex process that involves both physiological and psychological activities, encompassing the act of looking at and comprehending written text.
Psycholinguist Goodman clearly states that "reading is a guessing game of psycholinguistics, involving the interaction between thought and language."
Cognitive theory, as proposed by American psychologist Carull, posits that reading is a process of interaction between language and thought It emphasizes that reading is not merely about precise comprehension of linguistic elements; rather, it involves students actively selecting the most relevant and concise language signals from written symbols This process allows them to predict meanings based on their own thought processes, leading to initial judgments that can be further validated and refined during reading.
According to British linguist Alexander, the functional approach to language emphasizes that language is a system for expressing meaning, with its primary function being communication He posits that reading is a communicative activity that involves the reader's inferential reasoning based on written symbolic cues.
According to Zhou Xiaobing, reading is a process that involves comparing, predicting, judging, inferring, and integrating visual information from written symbols with the reader's existing knowledge and experiences to understand the meaning conveyed by those symbols.
6 赵金铭，《对外汉语阅读与写作教学研究》第一章， 2006
7 赵金铭，《对外汉语阅读与写作教学研究》综述，2006
8 周小宾，《对外汉语阅读研究》， 2005
Despite the varying theories on reading, they all agree that reading is not a passive cognitive activity Instead, it is an active process where individuals engage with textual symbols, grammar, and semantics This involves thinking, predicting meanings, making judgments and inferences, and continually validating and refining understanding, highlighting the psychological nature of comprehension.
In the process of language communication, speaking and writing represent the productive aspects of language, showcasing an individual's creative expression abilities Conversely, listening and reading are perceptive processes that reflect a person's comprehension and understanding skills During reading, the reader utilizes their visual faculties to perceive the material crafted by the author using written symbols, thereby grasping its meaning and absorbing the information conveyed by the author.
下面是本人综合相关的理论基础提出阅读的定义
Reading is a crucial activity in human society, serving as a process through which individuals acquire information from written materials and are influenced by non-intellectual factors This process heavily relies on cognitive activities, including eye movements to perceive textual symbols and activating existing language knowledge in the brain Readers must validate and interpret these symbols through recognition, inference, and matching to achieve comprehension The primary goal of reading is to understand the content and meaning of the material To accomplish this, readers must establish a reading motivation and utilize their knowledge and experiences to accurately perceive the text, engaging in associative thinking, prediction, and understanding to construct meaning.
Reading is a psychological activity focused on acquiring written information, which enhances language comprehension and develops listening, speaking, reading, and writing skills The consolidation of language knowledge heavily relies on the learner's ability to read effectively Thus, reading serves as a primary channel for receiving information, a crucial method for learning, and an essential means for understanding the world and ensuring survival.
1.2.2.阅读课的性质和特点
（1）阅读课的性质
In second language teaching, reading classes are considered a crucial component of language instruction Intermediate reading courses, alongside speaking, listening, and writing classes, are designated as core subjects in Chinese language education These classes are essential for learners to consolidate their language knowledge, expand and accumulate vocabulary, develop reading skills, and cultivate reading habits.
As a fundamental course in Chinese language education, reading classes have always held an unshakeable position, shouldering significant teaching responsibilities This course encompasses essential knowledge of phonetics, vocabulary, grammar, and Chinese characters.
Reading classes serve as specialized skill training aimed at helping students master reading techniques, enhance their reading abilities, and cultivate positive reading habits.
（2）阅读课的特点
阅读课以上述的性质突出三个特点：
✓ 第一是提高学生的阅读速度
Increasing reading volume is essential for reinforcing vocabulary, grammar points, and cultural knowledge by exposing them in various contexts This repetition aids in recognition and consolidation, ultimately leading to a systematic understanding.
✓ 第三是不同阶段出不同训练重点，以兼顾积累语言知识和获取信息。
1.2.3阅读课的分类
Chinese reading classes are divided into intensive reading and extensive reading, both essential for absorbing and inputting knowledge of the Chinese language and culture However, they serve different purposes: intensive reading focuses on language knowledge and the transmission and reception of language, while extensive reading emphasizes language proficiency, enhancing reading skills and techniques.
任务型教学模式课堂教学过程
Giáo dục ngôn ngữ theo nhiệm vụ, đối lập với phương pháp giảng dạy "3P", là cách tiếp cận tập trung vào nhiệm vụ trong việc lập kế hoạch và tổ chức dạy ngôn ngữ Trong phương pháp này, giáo viên giao nhiệm vụ cho học sinh thực hiện, sau đó cung cấp phản hồi và sửa chữa những sai sót trong quá trình sử dụng ngôn ngữ, đồng thời thảo luận về cách thức sử dụng ngôn ngữ Thông thường, giáo viên không xác định trước các mục tiêu cụ thể trong quá trình dạy học theo nhiệm vụ.
学的语言。任务型语言教学方法授课步骤见表2（主要根据Richards Forst 2005年 的整理） [16] 。
Teachers introduce the topic and tasks to students, or they may play recordings or demonstrations of others completing the task This approach aims to provide students with relevant background knowledge, thereby reducing their cognitive processing load.
学生以小组或者搭档的形式，使用自己 拥有的语言资源完成任务。
In a group setting, students prepare to present a straightforward report to the entire class on the progress and final outcomes of their task They draft and rehearse their speaking content, while the teacher provides guidance and feedback to enhance their presentations.
The article emphasizes the importance of providing students with effective language expression forms, along with suggestions for language use It aims to assist students in refining, processing, and revising their language skills to enhance their communication abilities.
全班听同伴或小组作简要汇报。其他人
听 后 进 行 评 说 并 补 充 观 点 ， 然 后 做 笔 记。
Teachers assign language-focused tasks based on materials that students have recently read or listened to, emphasizing language forms They summarize and analyze the results for the entire class, often displaying relevant language in a tabular format on the blackboard, while students take notes.
Teachers organize practice activities based on needs, primarily focusing on analyzing the language presented on the blackboard or finding examples from materials they have listened to or read.
表1.3 任务型教学课堂教学过程
[16] Richards Forst，《A Task-based approach》，山西教育出版社，2005 年
任务型教学法应用在汉语中级阅读课中的可行性
1.4.1 汉语中级阅读传统教学法的弊端
Many issues commonly found in Chinese reading classrooms stem from teachers' reliance on traditional teaching methods Typically, the conventional teaching process consists of four stages: vocabulary, grammar, text, and exercises However, this traditional approach has several inherent problems that hinder effective learning.
The focus on language forms often overlooks their communicative function From the arrangement of texts before class to the teacher's explanations and exercises during lessons, students typically engage in language form practice as directed by the instructor, while the essential training for real communicative content remains unaddressed.
Phương pháp "3P" trong giảng dạy tập trung vào giáo viên và bỏ qua vị trí trung tâm của học sinh, khiến cho học sinh trở thành người thụ động trong lớp học Điều này dẫn đến việc giáo viên kiểm soát nội dung, bài tập và chủ đề, mà không chú ý đến đặc điểm tâm lý của người học Kết quả là, phương pháp này không kích thích được ham muốn tìm hiểu và bày tỏ của học sinh.
The mechanization of the teaching process diminishes students' motivation for independent learning Teachers often adhere strictly to the textbook order during classes, leading to a predominantly language-based and mechanical approach that lacks classroom interaction This closed-off teaching method not only undermines students' enthusiasm for learning but also constrains their thinking and limits their capacity for independent innovation.
1.4.2 任务型语言教学法的优势
与传统教学模式相比，任务型教学法具有诸多优势，具体表现在：
Task-based teaching focuses on communication training in real-life contexts with clear objectives This approach emphasizes that students master language use through the completion of specific tasks, enhancing their language knowledge and communication skills As students engage in various tasks, their opportunities to use the language significantly increase, restoring their "voice" in the classroom This active participation fosters high enthusiasm and interest, not only energizing the classroom atmosphere but also improving students' learning efficiency.
Task-based teaching emphasizes a "teacher-led, student-centered" approach, where learners actively engage in the classroom rather than remaining passive Language learning is not a linear or cumulative process; instead, it involves learners using their language experiences to infer, hypothesize, test, and generalize about the language system as a whole Second language acquisition is not merely about repetitive controlled practice or simple stimulus-response connections provided by the teacher Instead, learners actively interpret language input, enhancing their understanding and application of the language.
Task-based language teaching goes beyond mere internalization of input; it positions the teacher as a facilitator and supporter of the learning environment In this approach, students engage in discussions, debates, and interactions using language, which fosters mutual teaching and inspiration This collaborative effort helps identify the "zone of proximal development," creating a positive interdependence among learners As a result, a collective "scaffolding" effect emerges, increasing both the quantity of language input and output, ultimately enhancing the effectiveness of language learning.
Task-based teaching advocates for learning methods that emphasize participation, experience, exploration, practice, communication, and collaboration Students actively engage in task design, gaining and mastering language knowledge through task implementation, identifying and solving problems, and ultimately reflecting on their performance during task evaluation, which leads to an enhancement of their language skills.
The task-based teaching method emphasizes group discussions that focus on the collaboration between individuals and groups This approach not only enhances students' cooperative skills but also fosters closer relationships among them Most importantly, it allows students to acquire language knowledge and communication skills in a relaxed and enjoyable classroom environment.
Considering the existing issues with traditional teaching methods and the advantages of task-based language teaching, the author believes that the application of task-based teaching in intermediate Chinese reading classes is highly feasible This article aims to explore the integration of task-based language teaching into the teaching of Chinese as a foreign language, providing valuable insights and inspiration for intermediate reading instruction.
Task-based language teaching (TBLT) is a relatively young branch in the field of Chinese language instruction Existing research primarily focuses on the connection between TBLT and listening or speaking classes, with limited studies on its application in reading instruction Most investigations into TBLT have concentrated on theoretical aspects, characteristics, implementation steps, and advantages, rather than practical applications The author argues that teaching methods should ultimately be validated through classroom practice, with feedback on teaching effectiveness serving as the best evidence To apply TBLT in intermediate Chinese reading courses, this article will first discuss the theoretical foundations of task-based language teaching and reading instruction, including definitions of tasks and relevant theories.
海防大学阅读课的教学现状
调查目的
The purpose of this survey is to assess the current state of intermediate Chinese reading instruction at Hai Phong University, focusing on various aspects such as teaching methods, the qualifications of the teaching staff, the availability of teaching materials and equipment, as well as students' reading learning experiences.
调查范围
本调查的范围限于海防大学汉语教师和二年级汉语专业生
调查对象
本研究的调查对象分为两组：教师组和学生组
教师组：15 名（年龄：28岁-38岁；学士：硕士及研究生）
学生组：200 名（年龄：19 岁-20 岁；专业：汉语；年级：二年级（2017
年-2021年的学生）
Trong những năm qua, tôi đã giảng dạy môn đọc tiếng Trung tại Đại học Hải Phòng, Việt Nam Trong học kỳ thứ hai năm nay, tôi đã dạy lớp đọc tiếng Trung trung cấp cho lớp 12 và lớp 11 Lớp 12 (lớp A) có tổng số
There are 35 students in total, with 30 students in Class B of Grade 10, where both classes possess a beginner to intermediate level of Chinese proficiency Most students come from Hai Phong, while others hail from provinces such as Hai Duong, Thai Nguyen, and Nam Dinh Due to various factors, the Chinese language proficiency among students in both classes varies significantly In Class 11, there are three to four students with a solid foundation and good expression skills in Chinese, while the remaining students have average or below-average knowledge and language application abilities Similarly, Class 10 has six to seven students with a good grasp of the language, whereas the rest have average or poor proficiency in Chinese.
In the remaining classes, Class 1, Class 2, and Class 3 are taught reading by Teacher Ruan Qiuxuan The Chinese language proficiency of these three classes is comparable to that of Class 5, while Class 6 has the lowest average level among all six classes.
调查的内容与方法
海防大学二年级汉语中级阶段阅读教学总体概况
汉语中级阅读课的教学内容
汉语教师目前采用的阅读教学方法
学生对这些教学方法的态度及其期望
中级汉语阅读教材和教学设备
2.4.2 调查的方法
本研究采用抽样问卷调查、个人访谈以及观察法三种调查方法。
调查结果分析
2.5.1关于海防大学汉语教师的调查结果
2.5.1.1汉语教师对阅读课的观念
从所收回 15 份调查卷中，有 27%的汉语教师认为阅读就是看，就是一个 字一个句子地看，把阅读的方法仅限定于细读一种。上课时教师领着学生一句 一句地读，一字一句地详细讲解，把阅读课看成了讲读课。20%的教师认为阅读 教学是一个综合课程，有 50%的学生认为阅读教学就是培养学生阅读技能。这 个数据表明越南的不少汉语教师对阅读教学的概念还没有正确的了解。
图 2.1 ：汉语教师对阅读课的观念
阅读教学就是培养学生阅
读技能 阅读教学就是要求学生细 读的过程
阅读教学就是综合课程
2.5.1.2课堂教学的原则
Data indicates that many teachers in Vietnam primarily focus on classroom teaching activities, with little to no engagement in extracurricular activities As a result, the reading achievements in the classroom do not effectively translate into students' reading abilities However, 60% of teachers have recognized the importance of integrating teaching theory with practice, aiming to apply theoretical knowledge promptly to foster students' enthusiasm and initiative in reading classes.
2.5.1.3阅读课的课堂教学形式
Grouping students for open discussions and idea-sharing has emerged as a new teaching method in many countries However, surveys indicate that many teachers rarely or dislike using group activities Group exercises not only enhance students' interest in learning but also significantly boost their confidence and communication skills, contributing to a more dynamic classroom atmosphere Despite these benefits, many educators still prefer traditional pairing methods.
"Role-playing" and other traditional teaching activities have their merits, but teachers should incorporate a variety of instructional methods in the classroom to enhance students' positive learning attitudes.
图 2.2 ：汉语教师课堂教学的主张
让学生读和答题为主
教师讲为主，学生听后做笔 记、练习
除了阅读以外，教师还要 指导学生各种活动如讨论、
图 2.3：汉语教师组织教学活动的形式
分组练习结对子分角色其他
From early January to mid-February 2019, I attentively attended the intermediate reading classes of the second-year Chinese major at Hai Phong University This involved auditing eight sessions across three classes (second-year class two and class three) while meticulously documenting classroom activities and the teaching methods employed by the instructors.
In the observed lessons on "Cousin's Wedding" and "Life of the Elderly," the teaching process involved several steps Initially, the teacher guided students to read the text, followed by reading aloud while explaining new vocabulary and grammar points Students listened attentively and took notes during this phase Subsequently, the teacher assigned exercises for practice, which were later reviewed and corrected Occasionally, students were given time to discuss questions, enhancing their understanding of the material.
The survey results indicate that teachers spend the majority of class time explaining vocabulary and grammar, with less emphasis on allowing students to read or engage in exercises This approach leads to a lack of creativity and initiative among students, resulting in a monotonous and dull classroom atmosphere, which ultimately diminishes the effectiveness of teaching.
图 2.4 ：汉语教师课堂上最注重的方面
讲解语言点 组织活动 让学生做练习 其他
图 2.5：汉语教师课堂上经常采用的教学方法
传统教学方法 新的教学方法
把传统的教学方法跟新的教学方法结合
Statistics indicate that most teachers commonly follow a teaching procedure of "introducing new vocabulary - reading texts - completing exercises - reviewing answers," with minimal use of innovative teaching methods While we cannot entirely dismiss the advantages of traditional teaching approaches, student engagement significantly impacts the quality of reading instruction Therefore, educators must understand their students, including their interests and expectations for the course, to implement the most suitable teaching strategies.
2.5.1.4新教学法的使用态度
During the investigation, it was found that while 80% of teachers recognize the advantages of "task-based teaching" and "reading-speaking" methods, most believe that traditional teaching approaches are no longer suitable The formulaic classroom instruction fails to engage students, neglects their initiative, and limits their creativity by not fostering associative thinking However, less than 20% of teachers are implementing new teaching models in the classroom The primary reason for this is that many teachers are accustomed to traditional methods, with some reluctant to change their teaching practices and others unsure of how to implement changes.
图 2.6：您对新教学方法的使用态度
应该采用，很合适是否采用无所谓不应该采用
Most Chinese language teachers recognize the necessity of adopting new reading teaching methods Although they may not frequently implement these innovative techniques in their classes, 47% of teachers believe that doing so would significantly enhance students' interest in learning Furthermore, 53% of educators agree that these new methods can improve students' proficiency in Chinese This reflects a promising outlook for the future of reading instruction.
2.5.1.6对阅读教材的看法
I use the textbook "Chinese Reading Series" (edited by Zhang Lina, Beijing Language University Press, 2006 revised edition, Volume 1) for my intermediate Chinese reading class at Haiphong University.
共有 18 单元，每个单元共有 4 个课文。阅读技能一需要在 30 个学时内完成 8 个单元（从第一单元到第8单元），那平均每个单元要在3.75个学时内完成。
This book's lessons focus on everyday life topics such as household chores, marital relationships, elderly care, education, internet cafes, clothing, Chinese cuisine, sports, and drama The realistic language materials enable students to experience practical language communication skills that are closely related to real-life situations.
图2.7：新教学法的使用对学生的学习兴趣
无变化 提高很多 有所提高
图 2.8 ：汉语教师对现行的阅读教材态度
很合适合适不太合适不合适
After-class exercises include selecting the correct definitions of words, choosing the right answers, determining true or false statements, answering questions, and filling out tables These types of exercises primarily aim to assess students' comprehension of the text.
Textbooks are essential resources for both teachers and students, as their quality reflects the depth of teaching theory and research, significantly influencing the effectiveness of teaching and learning Given the crucial role textbooks play in educational activities, teachers should allocate additional classroom time for students to engage in role-playing, discussions, and presentations, beyond traditional instruction.
2.5.1.7教师阅读教学的设备应用
任务型语言教学在汉语中级阅读课中的应用
适合汉语中级阅读教学的任务型教学模式
The intermediate Chinese reading class employs a three-phase model: pre-task, during-task, and post-task In the pre-task phase, the objectives and necessary language elements for the task are introduced The during-task phase focuses on organizing reading activities and guiding students in executing the task Finally, the post-task phase involves evaluating students' task performance to reinforce their understanding of new knowledge.
3.1.1任务前期准备阶段
这个环节主要包括以下几个部分：
(1)主题的介绍
Teachers can effectively introduce new lessons using videos, images, real objects, or by posing questions to engage students with the content or provide context for the article Many educators tend to directly present the day's learning objectives, which can create a sense of obligation among students, leading to reluctant participation When students feel compelled to learn, it often results in a lack of interest and motivation, indicating that teachers are not successfully igniting their curiosity.
The process can be divided into several key stages: language activation, input of new language materials, and practice with new language materials First, language activation involves the teacher guiding students through simple vocabulary learning activities or games, encouraging them to articulate words related to the theme This stage allows the teacher to prompt students to quickly review previously learned language forms, effectively activating their existing language knowledge.
第二、新语言材料的输入。
To enhance students' comprehension of a Chinese reading lesson, teachers should encourage them to predict the article's content based on its title, which typically encapsulates the main ideas or the author's viewpoints By providing targeted prompts, educators can help students connect more effectively with the article's theme These prompts may include questions related to the timeline, setting, characters, and plot development, or they may focus on the actions of specific characters within the story The variety of questions should center around a cohesive main idea, allowing students to engage in a comprehensive analysis of the text as they formulate their responses This approach not only aids in understanding but also helps students organize the content effectively.
To enhance students' comprehension of an article, teachers should delve deeper into its content by considering effective prompts and strategies It is essential for educators to thoughtfully choose the types of cues that will aid students in grasping the material more thoroughly.
Teachers can engage students with new vocabulary and grammar points by employing various interactive methods to make learning enjoyable Techniques such as word formation games and phonetic exercises can help students deduce meanings and pronunciations Additionally, group discussions are highly effective, allowing students to collaborate on understanding new words through dialogue This approach fosters active learning, enabling students to enhance each other's knowledge and grasp the meanings and uses of new vocabulary in a natural context.
The third step involves practicing new language forms, which prepares learners for subsequent tasks At this stage, the focus is on the application of language expression, primarily through vocabulary usage, sentence construction, and sentence pattern imitation.
(3)任务的规划
Before implementing general tasks, teachers should divide the entire class into groups Each group can then take some time to plan how to execute the task, including deciding on the specific content, steps, and language resources needed for successful completion.
3.1.2任务中期实施阶段
The intermediate reading stage requires students to comprehend the main idea of a text while executing and completing tasks By carefully reading the details, students grasp the meanings and usages of key vocabulary and essential information within the article This stage is crucial in the reading process and serves as an important component of the teaching framework It encompasses several sub-processes that enhance reading skills.
(1)任务的实施
After having students read the text, the teacher assigns tasks based on learning objectives Students work in groups to complete these tasks step by step, exchanging information and discussing ideas to collaboratively solve problems During this process, the teacher's role is to circulate among the groups to ensure all students are actively engaged and meeting the task requirements When students encounter difficulties, the teacher provides appropriate support while carefully observing the progress of the tasks.
(2)准备报告（计划）
Teachers should clarify the purpose, main content, timing, and format of the report to students, while also allowing them to choose their preferred presentation method During this stage, students must prepare the report's content and clearly define the roles of each group member, such as designating a group representative to present.
Students can report individually or collectively on the outcomes of their reading assignments, either orally or in writing Teachers may provide language support as needed, and to ensure accuracy in student language output, they can require students to use specific language formats when presenting to the class.
(3)报告任务结果
Each group presents a brief report on their task results to the class, with the teacher setting a time limit to ensure equal opportunities and manage class time effectively During these presentations, the teacher takes notes and encourages attentive listening from other students After each report, the teacher may ask questions or invite comments from other group members Following a presentation, the teacher typically provides feedback on both the content and delivery, and concludes with a summary after all groups have presented.
3.1.3任务后期应用阶段
这个阶段又包括语言分析及语言运用等两个环节。
Teachers can analyze the results reported during the implementation phase to identify misused words, inaccurate expressions, or misunderstandings in student reports By highlighting these errors or shortcomings, teachers help students gain a deeper understanding of the text's content, vocabulary, and phrases.
After language analysis, teachers can design relevant language practice activities tailored to students' needs According to Professor Lv Bisong, the primary goal of formal second language instruction should be to develop students' proficiency in the target language and their ability to communicate effectively, both orally and in writing The later reading phase focuses on connecting learning content with learners' personal experiences, helping students relate the material to their existing knowledge, interests, and experiences This approach reinforces what students have learned while enhancing their language application skills In this final stage, teachers should encourage students to express themselves without interruption, addressing any issues that arise in their communication only after they have finished speaking, allowing for collective correction and summarization.
[ 17 ] 吕必松，《对外汉语教学概论》，世界汉语教学，1996，第 11 期
海防大学中级阅读课的教学任务设计
第~单元 主要任务 任务类型
一、天气预报
二、寻物启事
三、征婚启事
四、招生简章
五、招聘启事
1 让全班看天气预报，然后填表 解决问题
2 同学回答有关教程中各种启事、简章的问 题
3 同学自己编造寻物启事、寻人启事、招聘 启事的文章
Students will collaborate in groups to create a 2-minute Vietnamese weather forecast video, utilizing the vocabulary and expressions related to weather that they have learned.
三、家庭妇男
四、家庭服务谁
1 让学生介绍中国和越南过年的风俗 交流个人经历
2 学生做有关各种文章的选择答案、判断、
填空等练习
3 学生分组预测“家庭妇男”、“家庭服 务”谁来做的内容
4 学生分组完成选择答案、判断、填空等练 习
5 学生分组讨论：-现在家庭中发生变化的
The question arises: what is the reason behind the perception of "stay-at-home dads"? How do you view the idea that men should also participate in household chores? It's essential to recognize that sharing domestic responsibilities can lead to a more balanced family dynamic and promote equality in the home Embracing the role of men in household tasks not only challenges traditional gender norms but also fosters a supportive environment for both partners.
一、堂弟的婚礼
二、一个跨国家
三、婚姻倒计时
四、家庭的意义
1 与全班同学交流：介绍一下你一次去参加 中国朋友的婚礼
交流个人经历
2 小组复述“一个跨国家庭的故事” 解决问题
3 学生分组讨论：- 在家庭中，丈夫和妻子
应该怎么做才能维持一家人的幸福？
4 除了课文所提以外，你认为家庭还有什么 意义？
交流个人经历
一、老人的生活
二、旗袍师傅
三、老父不赴宴
四、老张爱跳舞
1.分组讨论：老人退休后应该做些什么？ 解决问题
2.做一下中国旗袍和越南长袍的比较 比较
3.个人意见：你认为每个人应该怎么做才
能有一个强壮的身体？
4.学生自己完成有关课文的选择答案、填 空、判断等练习
5.学生复述“老张爱跳舞” 解决问题
5.写文本：写一写一位老人的健康生活方
一、独生子女
二、小孩子就是
三、重男轻女
四、望子成龙
1 请几个当独生子女和非独生子女的学生讲 一讲自己在家庭中、社会中的生活
交流个人经历
2 分组讨论：你如何看待“重男轻女”这个 问题？
3 比较一下现代社会和封建社会对“独生子 女”这个问题？
4 你认为对孩子来讲什么最重要？为什么
（请学生把自己的意见写成一篇短文）
5 老师叫每个组读一读自己的文章，然后引 导学生选出“最佳文章”
一、教育的年限
二、勤奋不等于
三、爸爸的要求
四、家有高考生
1 介绍一下越南的教育 交流个人经历
2 小组讨论：讨论一下勤奋与成功的关系 解决问题
3 讲一讲你的高考 比较一下现在的高考和以前的高考
交流个人经历 比较
4 学生完成课文里的判断、选择答案、填空 等练习
二、富余的钱怎
1.你认为网吧对我们的生活带来什么影响
（好处和坏处）
交流个人经历
2.小组讨论对富余的钱有哪些投资形式？ 解决问题
三、开车一定要
四、家庭办公族
对你来说，哪种投资是最好？
3．全班同学写一篇介绍本城市交通情况 的文章
老师引导学生选出“最佳文章”
创造型 排序分类
4.小组讨论：比较一下以前的上班形式和
现在的上班形式
解 决 问 题+比 较
5.学生完成教材中的各种练习 解决问题
一、服装与色彩
三、隋唐妇女的
1.请学生说说这一单元的主题
2.学 生 讲 讲 你 在 选 择 服 装 是 对 色 彩 的 观 念？
解决问题 交流个人经历
3.小组协作制造几分钟介绍中国隋唐妇女 服装的视频
4.全 班 同 学 完 成 教 材 中 的 选 择 答 案 、 判 断、填空等练习
5.小组协作制造介绍隋唐妇女传统服饰的
表 3 1 海防大学中级汉语阅读课中的主要任务设计
教案实例
3.3.1传统教学法的教案实例
2019年 2月 26号下午第一节课和第二节课本人在二年级中六班进行教学实 例。
The teaching experiment focuses on the third text of Unit 4 in Intermediate Reading, titled "The Old Father Does Not Attend the Banquet," which spans a duration of 70 minutes This session emphasizes in-depth reading, allowing students to engage with the material critically and enhance their comprehension skills.
一、教学对象：海防大学二年级中五班
The second unit features two key texts: the first, "The Stay-at-Home Dad," focuses on in-depth reading, while the second, "The Meaning of Family," emphasizes extensive reading.
三、 教具：视频、图片、教学PPT
四、课时：一个半课时（每个课时50分钟）
五、教学目标：
• 教师讲解让学生掌握与课文相关的重点词：“说起来”、“舞迷”、
“占也不是、做也不是”、“瞎溜达”、“老同事”、“老哥儿俩”、“遛鸟” 等。
Teachers explain key structures related to the text, such as starting with a topic and expressing indifference, emphasizing feelings of exclusion, illustrating personal growth through experiences, acknowledging the diversity of people, highlighting the importance of connections, and capturing moments of forgetfulness and emotional clarity.
Through teacher explanations and student discussions, learners can grasp the main ideas of the text and effectively respond to both the questions posed in the lesson and those raised by the teacher.
六、教学步骤
In traditional reading instruction methods, teachers guide students to read the material multiple times, each with a different purpose During these readings, teachers explain the meanings and usage of new vocabulary, as well as the grammatical structures, summarizing the text's main ideas and detailed content.
本教案也是按这个结构来设计。
精读—《老张爱跳舞》
The teacher first allows students to read the text independently to help them engage with the material and understand its cultural context and main theme During this initial reading phase, students typically spend about three times longer reading than the teacher does.
After students complete their first reading, the teacher asks them about the theme of the text and what the main issues discussed in the article are.
第二个步骤
教师让学生阅读第二遍课文（时间也是教师阅读的三倍）并找出关键词
（课文重点词语）、语法结构。
The article discusses key phrases related to dance enthusiasts, highlighting the complexities of social interactions and leisurely pursuits It touches on themes of nostalgia with old colleagues and friends, as well as the casual enjoyment of wandering without purpose, akin to "walking birds." These elements reflect the vibrant culture surrounding dance and the connections formed within it.
教师让学生分组讨论以上词语的念法、意义及用法。教师让学生讨论 10
After a brief discussion lasting about a minute, students are encouraged to share their opinions, either individually or through group representatives, while the entire class listens to their peers' viewpoints The teacher supports correct interpretations and provides corrections for any misunderstandings Students are advised to take notes during this process Additionally, the teacher should utilize a PowerPoint presentation to highlight the meanings and uses of key terms, as well as to explain grammatical points found in the text.
说起来：开始谈到某件事 舞迷：非常喜欢跳舞的人
站也不是，坐也不是：站着坐着都不舒服
瞎溜达：没有目的地散步
老同事：一起工作很长时间的人
老哥儿俩：两个老朋友
遛鸟：带着鸟散步
Teachers encourage students to provide multiple examples of new vocabulary and grammar points to deepen their understanding of these concepts.
- 没什么爱好，只知道
- 把谁“赶”出家门
- 就在那儿锻炼出来的
- 有 的，有 的，什么人都有
- 什么都忘了，只觉得
第三个步骤
The teacher engages students by asking questions related to the text, prompting them to respond and complete exercises Finally, the teacher reviews and corrects the students' work, ensuring a comprehensive understanding of the material.
教师提出一个讨论题：跳舞对老人的生活有哪些好处？
Direct observations from the classroom reveal several issues in reading lessons that employ traditional teaching methods.
• 注重语言形式，忽视语言交际功能
Students learn and acquire knowledge based on the teacher's explanations of new vocabulary and grammar, which inadvertently places them in a passive learning state.
• 教学模式比较坚硬，不能充分发挥学生的积极性，课堂气氛不活跃。
3.3.2任务型教学法的教案实例
2019 年 1 月 17 号下午第一节课和第二节课本人在二年级中五班进行教
教学实验为中级阅读第二单元的第一个课文《家庭妇男》（70 分钟）—
精读部分、第二个课文《家庭的意义》（30分钟）—泛读部分。
六、 教学对象：海防大学二年级中五班
七、 教学内容：第二单元的第一个课文《家庭妇男》—精读部分、第二个
课文《家庭的意义》—泛读部分
八、 教具：视频、图片、教学PPT
九、 课时：两个课时（每个课时50分钟）
十、 教学目标：
• 使学生掌握与课文相关的重点词：“地位”、“来源”、“甩手大爷”、
“承担”、“观念”、“带孩子”、“难以胜任”、“出差”、“造就”、
“风气”等。通过小组讨论和猜词的方法拓展学生词汇量。
• 使学生掌握与课文相关的重点结构：………成为………来源之一、建
The article emphasizes the importance of establishing relationships and laying a foundation for understanding It encourages breaking down preconceived notions and conducting research in various areas Additionally, it suggests that certain concepts should be defined or categorized to enhance clarity Students can effectively master these structures through group discussions and sentence construction activities.
Through group discussions and after-class exercises, students are enabled to grasp the main ideas of the text and respond effectively to both the questions posed in the material and those raised by the teacher, ultimately leading to a significant enhancement of their reading skills and overall language proficiency.
教学实例所得到的结果
3.4.1任务型教学使汉语中级阅读课得到改善
Based on the results of the questionnaire, students' midterm exam scores, and observations from classroom teaching, I believe that task-based teaching has yielded significant outcomes in the Chinese-Vietnamese intermediate reading course.
（1）学生的汉语综合运用能力与交际能力得到了不少锻炼
In the teaching process, techniques such as group discussions, word guessing, and student presentations are frequently employed to facilitate the effective use of the target language, resulting in high levels of student engagement The initial activities of guessing words and discussing new vocabulary stimulate students' enthusiasm for learning, while various tasks in the mid and later stages of instruction encourage active participation and allow students to fully utilize their abilities This approach naturally enhances students' language proficiency over time.
Enhancing students' thinking skills and improving their ability to guess words can significantly boost their language intuition, ultimately leading to better exam performance.
Traditional teaching methods often place students in a passive role, where they primarily listen to lectures and take notes for memorization This approach fails to harness their potential and limits their ability to think critically and creatively Consequently, students struggle to develop their debate skills and overall language sensitivity When exam questions are based on previously learned material, students may perform better, but this does not foster deeper understanding or engagement.
Achieving high scores is challenging when students encounter unfamiliar or unlearned material Task-based teaching methods provide students with clear objectives to engage with texts, enabling them to successfully complete various learning tasks.
（3）建立了学习者的中心位置
Task-based language teaching in Chinese reading classes emphasizes a student-centered approach, positioning teachers primarily as facilitators In this learning environment, students actively engage in their education and expression The curriculum incorporates multiple stages of group discussions and presentations, allowing students to learn from one another, complement each other's strengths and weaknesses, and, most importantly, gain valuable experiential knowledge.
In real-life language communication scenarios, students naturally enhance their language proficiency during the interaction process.
（4）改变了教师和学生在阅读课中的传统教与学方式
In traditional language learning, students typically listen to the teacher explain vocabulary and grammar, followed by independent reading, questioning, teacher explanations, and practice exercises However, task-based language teaching emphasizes clear objectives for students to complete various tasks, ensuring active participation from every student Through group discussions, communication, and collaboration, students tackle challenges, embodying the "learning by doing" and "using what is learned" teaching principles.
（5）活跃课堂气氛、拉近了师生间距离
The diverse learning activities in the classroom, such as predicting content, guessing vocabulary, group discussions, and debates, create a dynamic environment that contrasts with traditional, rigid teaching methods These interactive elements foster high levels of student engagement and enthusiasm, encouraging collaboration and friendship among peers As teachers actively participate and interact with students, they effectively bridge the gap between themselves and the learners, enhancing the overall educational experience.
The advantages and achievements highlighted above demonstrate the feasibility of task-based language teaching in intermediate Chinese reading courses for Vietnamese learners.
3.4.2任务型语言教学在汉语中级阅读课中的运用过程中还存在的问题
During my experience teaching intermediate task-based Chinese reading, I encountered several challenges that hindered the effectiveness of both teaching and learning, leaving much to be desired in terms of outcomes I believe the specific issues include:
Implementing task-based language teaching in Chinese reading classes poses significant time challenges With a course spanning 15 weeks, comprising 30 class sessions, the requirement to cover 8 units—each containing 4 lessons—can be overwhelming Consequently, time constraints often lead to tasks being assigned for home completion, complicating teachers' ability to monitor students' progress and engagement with the assignments.
Học sinh gặp khó khăn trong việc thích nghi với phương pháp giảng dạy mới do đã quen với phương pháp truyền thống "3P" Theo phương pháp này, học sinh thường chỉ lắng nghe và ghi chép những gì giáo viên nói, sau đó ôn tập lại ở nhà Việc chuyển từ tư thế thụ động sang chủ động tìm kiếm và nắm bắt kiến thức trong dạy học ngôn ngữ theo nhiệm vụ là một thách thức lớn đối với học sinh.
The target audience for this article is second-year Chinese language students at Hai Phong University These students have limited language expression skills, which leads to difficulties in completing various tasks assigned by their teachers Aside from a few exceptional students, many struggle with guessing words, predicting content, discussing questions, or engaging in debates When I first implemented task-based language teaching in intermediate Chinese reading classes, I noticed that many students struggled to identify key terms in the texts Even when they could find these keywords, they often failed to understand their meanings or usage These challenges undoubtedly impact their exam performance.
(3)有关班级人数的问题。海防大学外语系汉语专业班的人数一般都在 30
In classes with a large number of students, sometimes reaching thirty-seven or thirty-eight, implementing task-based language teaching becomes challenging The difficulty in grouping students makes it hard for teachers to ensure that each student has equal opportunities for practice during lessons.
教学建议
To enhance the effectiveness of task-based teaching methods in intermediate Chinese reading classes, we should focus on several key areas: implementing engaging activities, integrating authentic materials, fostering collaborative learning, and providing constructive feedback.
To enhance the effectiveness of the intermediate reading course at Haiphong University, it is essential to increase the instructional time Currently, the course is structured to cover eight units over 15 weeks, with two classes per week, each lasting 50 minutes However, I have only managed to complete four units within this timeframe, necessitating additional makeup classes for students To meet the educational objectives and ensure comprehensive coverage of the material, I recommend that the university doubles the allocated teaching time for this course.
Giáo viên cần kích thích hứng thú học tập của sinh viên và thay đổi phương pháp học truyền thống Việc chỉ dựa vào sách giáo khoa và sổ tay của sinh viên là không đủ để hoàn thành nội dung giảng dạy Để lớp học trở nên thú vị hơn, giáo viên cần chuẩn bị kiến thức nền, âm thanh, video, PPT, v.v nhằm khuyến khích sinh viên tham gia tích cực vào các hoạt động học tập Điều này đòi hỏi giáo viên phải nỗ lực nhiều hơn Tôi nhớ khi yêu cầu sinh viên hiểu nội dung bài viết, hầu hết sinh viên chỉ tìm từ mới và dịch từng đoạn sang tiếng Việt, điều này không chỉ ảnh hưởng xấu đến khả năng hiểu ngôn ngữ mà còn đến khả năng diễn đạt của họ Khi giao nhiệm vụ, có sinh viên đã thắc mắc: "Thầy ơi, tại sao chúng ta phải dự đoán nội dung bài viết?" Sinh viên gặp khó khăn khi thảo luận và tranh luận, vì vậy giáo viên cần kịp thời nhắc nhở và hỗ trợ khi sinh viên gặp khó khăn hoặc mắc lỗi.
An optimal class size for foreign language instruction should ideally range from 15 to 18 students Exceeding this number can hinder the achievement of teaching objectives To effectively implement task-based language teaching, Haiphong University should carefully consider the number of students in each foreign language class to enhance teaching and learning outcomes.
Deepening teachers' understanding of task-based language teaching is crucial for classroom success To effectively implement this teaching model, educators must study its theoretical foundations and align them with practical teaching goals A lack of profound comprehension of task-based teaching can hinder teachers' ability to effectively guide and manage student discussions, leading to challenges in providing accurate feedback and timely assistance.
To effectively engage students and facilitate their adaptation to new teaching methods, it is crucial for teachers to assign tasks with clear objectives Many students are accustomed to traditional teaching styles and may lack intrinsic motivation, often relying heavily on their teachers To shift this passive learning mindset, teachers must actively work to create interesting and goal-oriented assignments When tasks are engaging and have defined outcomes, students are more likely to develop a genuine interest in their lessons, leading to improved learning outcomes and a more proactive approach to their education.
Schools should reconsider their evaluation methods for final exams, adopting more suitable assessment strategies to accurately gauge students' learning outcomes.
To enhance the quality of education at Hai Phong University, it is essential to increase the quantity and quality of teaching equipment As a teacher, I understand that while discussing this issue is easy, implementing changes is challenging due to the dependence on school policies Faculty must submit requests for equipment, which require approval and often involve a lengthy waiting process Therefore, I urge the leaders and responsible parties at Hai Phong University to provide greater support and attention to our students and the educational mission of the institution.
To effectively implement task-based language teaching in intermediate Chinese reading classes and other subjects, it is essential for both teachers and students to double their efforts, invest more energy, and adopt a more proactive attitude.
This chapter focuses on the application of task-based language teaching (TBLT) in intermediate Chinese reading classes for Vietnamese learners It begins with the design of teaching tasks for TBLT in intermediate Chinese reading, followed by a presentation of a teaching experiment conducted with the 2018 Chinese A class, utilizing the textbook "Chinese Series Reading" (edited by Zhang Lina, Beijing Language University Press, 2006 revised edition, Volume 1) The lesson plan is designed according to the TBLT model for intermediate Chinese reading Feedback from students regarding their language performance and self-evaluation indicates that TBLT, which combines the advantages of traditional and communicative teaching methods, encourages active participation and improves classroom atmosphere, thereby effectively enhancing students' Chinese proficiency However, certain objective conditions have prevented optimal teaching outcomes To improve the quality of teaching, collaborative efforts from both teachers and students, along with support from the school, are essential.
In summary, the task-based teaching method is an advanced approach to language instruction, but it is not a one-size-fits-all solution Educators should adapt their teaching strategies based on the specific needs of their students and the content being taught, integrating various language teaching philosophies to optimize classroom effectiveness.
1.本研究的主要内容
This article investigates the current state of intermediate Chinese reading instruction at Haiphong University through a questionnaire and interviews, grounded in the theoretical foundations of task-based language teaching and reading pedagogy It explores the feasibility of applying a task-based teaching model to intermediate Chinese reading for Vietnamese learners The study culminates in practical teaching explorations and research into the task-based approach within the context of Haiphong University's intermediate Chinese reading courses.
Task-based language teaching demonstrates significant advantages in teaching Chinese as a foreign language, as observed in classroom practices It effectively stimulates student motivation, fosters collaboration through group tasks, and enhances interpersonal connections among students By placing students at the center of the learning process, and with appropriate teacher guidance, students actively engage in tasks and take initiative in their learning Techniques such as word guessing, predicting main ideas, discussing questions, and debating not only spark student interest but also encourage imagination Gradually, students achieve learning objectives, improve reading skills, and develop good reading habits The positive exam results further validate the superiority of task-based language teaching Continuous refinement of this teaching model is essential to effectively enhance students' reading abilities and overall language proficiency.
2.本研究的创新之处
Currently, there is a wealth of research on the application of task-based language teaching (TBLT) in foreign language education worldwide, particularly in China However, studies on TBLT's implementation in Chinese language teaching in Vietnam remain limited, primarily focusing on speaking classes, with little attention given to other areas such as reading, listening, and writing Therefore, investigating the application of TBLT in intermediate Chinese reading courses, specifically among second-year Chinese major students at Haiphong University, represents a novel area of scientific inquiry.
3.本研究的不足之处
In practice, the application of task-based language teaching in Vietnamese-Chinese reading classes remains limited This study has several shortcomings, as I have been engaged in education for eight to nine years but have only recently begun exploring task-based teaching At times, I encounter difficulties in designing tasks and ensuring their feasibility in the classroom.