学习语言主要目标是能够运用这门语言与人交流，因此口语教学十分重要。然而韩国和中国一样，以应试教育为主，传统口语课堂教学与读写课型相差不大，学生开口机会较少，参与性较差，通过HSK5级考试的学生口语水平却停留在初级水平；同时海外缺少汉语使用环境，增加了海外学生口语学习的难度。因此，探索适合海外学生的口语课教学方法十分必要。本文针对韩国泰成孔子课堂高级口语教学中存在的问题，在教学法上进行探索，将任务型教学法应用于韩国高级口语教学，设计并探讨分析了适合韩国高中生的任务型教学方案，总结自身教学成果的同时也反思了教学中出现的问题。首先，针对韩国泰成孔子课堂高级口语课教学现状，本文分析了任务型教学法在韩国高级口语教学中的可行性；结合前人研究，分析了基于高级口语课的任务型教学模式，确定了高级口语教学中任务型活动设计原则、任务类型、任务构成要素和实施过程，并根据教学对象的需求，结合所用口语教材，有针对性地进行任务型活动教学设计。然后本文根据韩国泰成孔子课堂高级口语任务型教学实践，展示了五种任务活动具体实施过程，并以调查问卷和访谈的形式了解教师和学生关于任务型活动的相关看法，对比分析了四类任务活动及其特点，得出以下结论：对于韩国高中生，高级口语教学效果较好的任务型活动是竞争性较强的比赛活动，最能锻炼学生的口语表达能力；而较受韩国高中生喜欢的口语课任务型活动是轻松自由的个人展示活动，最能增强他们口语表达的勇气。最后本文还探讨了任务型教学法的评估标准，参照以往学者们的研究，根据形成性评价和终结性评价，制定出评估任务的量表；并在此基础之上我们提出“延伸性评价”的新观点，即跟踪考察学生日后在真正的生活和工作中用汉语做事的能力，作为对任务型活动的长期反馈评价。 本研究可以提供给高级口语教学的启示主要有三个方面：将任务型教学法应用于高级口语教学是一次比较有意义的教学探索，可以作为汉语教师在高级口语教学实践中进行任务型教学探索的参考；任务型活动教学案例展示与分析及任务型教学反思，可为编写教材提供真实案例以及相关依据；关于适合韩国高中生的任务型活动类型及其特点分析，任务型活动评价标准探讨及“延伸性评价”观点的提出，可以丰富海外汉语任务型教学法的实证研究。

The purpose of learning a language is to use this language to communicate with people, so spoken Chinese is very important. However both South Korea and China pay attention to Examination-oriented education, there is nearly no difference between traditional spoken Chinese teaching and Chinese reading&writing course, students rarely have the opportunity to speak in class, so they seldom participate in speaking Chinese, even though the students have passed the HSK5, their spoken Chinese are stopping in basic level; Meanwhile, overseas Chinese teaching lacks Chinese language using environment, which increases the difficulty of spoken Chinese learning. Therefore, it’s very necessary to explore the appropriate approach of spoken Chinese teaching for overseas students. Based on the problem in spoken Chinese teaching in Taesung Confucius class, this study applies the task-based language teaching approach in advanced spoken Chinese in South Korea as an exploration in teaching method. We analyze the appropriate task-teaching method and plan for South Korean high school students, then summarize our teaching achievements and rethink the problems in teaching.First, based on the present situation of spoken Chinese teaching in Taesung Confucius class in South Korean, we analyze the feasibility of task-based language teaching in spoken Chinese teaching in South Korea; according to previous studies, we analyzed the TBLT mode in advanced spoken Chinese, and make clear of the principle, type, structure and process of TBLT activity, designed a series of TBLT activities based on the topics in textbook. Then based on the TBLT practice of advanced spoken Chinese, we show the definite process of five task activities, and investigate and visit students and teachers’ opinions about TBLT, compared and analyzed the characters of four types of activities, we conclude: for South Korean high school students, the most effective task activity is competitive activity which can improve spoken language skills; the most popular task activity is personal presentation in a relax environment which can let them have courage to express.At last, we discuss the standards of assessment TBLT, according to the previous studies, based on formative assessment and summative assessment, we formulated the evaluation scale; and we also put forward a new point “extension evaluation”that we should investigate if students can do something successfully by Chinese language in real life and work in future, as a long term evaluation of TBLT activity. This study give implications to advanced spoken Chinese teaching in three aspects:applying the TBLT approach in advanced spoken Chinese teaching is a meaningful exploration, can be reference resource for teachers who will explore the teaching approaches; the presentation and analysis of different task activities can provide case and basis for writing teaching materials; the analysis on the appropriate activities for South Korean high school students and the assessment criteria can enrich TBLT empirical study on overseas Chinese teaching.