随着中国“一带一路”发展战略的提出，中蒙在经济、文化等领域的交流合作不断加强，蒙古国对汉语教师和汉语翻译的专业人士的需求量也越来越大。自1957年蒙古国立大学开设专门的中文学专业后，越来越多的大学也纷纷开设汉语专业，目的就是培养汉语人才，满足社会和国家的发展需要。但是，当前蒙古国高校汉语教学中存在很多问题，汉语课的教学质量并不高，出现了不少“哑巴汉语”的情况，即学习者读写水平尚可，但听说技能弱，难以开口与人交流，达不到社会所需要的人才标准，因此对于汉语口语教学的研究十分重要。 本文选择蒙古国立大学、蒙古师范大学、蒙古人文大学、奥特根腾格尔大学四所大学作为研究对象，通过课堂观察、访谈、问卷调查等方法对四所大学的汉语口语教学现状进行了深入调查，分析四所大学在汉语口语教学中存在的问题及其成因，并结合汉语口语教学的相关理论提出针对性建议。 本文共分为七个部分。第一章论述选题背景、研究问题以及研究意义。第二章通过搜索和阅读大量的国内外相关文献、资料，梳理了汉语口语教学的相关研究，包括汉语口语教学的性质与原则，汉语口语教学的教学方法与教材等；同时梳理了国内外关于汉语口语教学现状的相关研究。第三章介绍了本研究的研究设计，包括研究对象和研究方法的选择，研究目标和研究内容的确立等。第四章对所选四所大学中文系的基本概况、汉语口语教学情况等做了介绍，为后文的描述与分析奠定基础。第五章呈现了蒙古国四所大学汉语口语教学现状及其存在的问题，包括学生汉语口语学习热情高、语言环境缺乏问题较普遍、汉语口语教学条件不乐观、汉语口语教材偏陈旧无聊、汉语口语教学水平待提高等等。笔者进一步分析了这些问题存在的原因：教师方面，教师专业水平低且积极性不高；学生方面，学生对学习困难和失败存在不合理归因，同时学习主动性低；学校方面，资金投入不足，且重视程度不够；此外，蒙古语与汉语的巨大差异以及统一汉语教学大纲的缺失也成为了影响蒙古国汉语口语教学质量的因素。针对调查分析得出的问题与原因，本文在第六章提出了有针对性的改进建议：教学方面，要增强汉语教学重视度、遵循口语课教学基本的原则、重视对话训练以及开发针对蒙古学生特点的汉语口语教材等；教师方面，加强专业培训、增加师资数量等；学生方面，引导学生适当归因，激发学生学习兴趣等；学校方面则可以通过建立多媒体教室、丰富教学资料、推进评价方式改革等提升汉语口语教学质量。

As China's "one belt and one way" development strategy has been put forward, Sino Mongolian exchanges and cooperation in the economic, cultural and other fields have been constantly strengthened, and the demand for Chinese teachers and Chinese translation professionals in Mongolia is increasing. Since the establishment of Chinese Literature Specialty in Mongolian National University in 1957, more and more universities have set up Chinese specialty in order to cultivate Chinese talents and meet the needs of social and national development. However, at present, there are many problems in Chinese teaching in Mongolian universities. The quality of Chinese teaching is not high, especially shown as learners’ listening and speaking skills are weak, it is difficult to open their mouths and communicate with people, and they can not meet the talent standards required by the society. Therefore, the study of spoken Chinese teaching is very important. This paper chooses four universities of Mongolian National University, Mongolian Normal University, Mongolian Humanities University and Ottenger University as the research objects. Through classroom observation, interviews and questionnaires, this paper makes a thorough investigation on the present situation of oral Chinese teaching in four universities, and analyses the problems and causes of oral Chinese teaching in four universities, and put forward pertinent suggestions according to relevant theories. This paper is divided into seven parts. The first chapter discusses the background of the topic, research issues and research significance. In the second chapter, through searching and reading a large number of relevant documents and materials at home and abroad, the author combs the relevant research on oral Chinese teaching, including the nature and principles of oral Chinese teaching, teaching methods and materials of oral Chinese teaching, and combs the relevant research on the present situation of oral Chinese teaching at home and abroad. The third chapter introduces the research design of this study, including the selection of research objects and methods, the establishment of research objectives and research contents, etc. Chapter Four introduces the general situation of the Chinese Department of the four selected universities and the teaching of spoken Chinese, which lays the foundation for the description and analysis of the following chapters. The fifth chapter presents the current situation and problems of spoken Chinese teaching in four universities in Mongolia, including students'enthusiasm for learning spoken Chinese, lack of language environment, unoptimistic teaching conditions, outdated and boring teaching materials, and the need to improve the level of spoken Chinese teaching. The author further analyzed the reasons for these problems: teachers'low professional level and low enthusiasm; students' unreasonable attribution of learning difficulties and failures, and low learning initiative; schools'insufficient investment in funds and insufficient attention; in addition, the huge differences between Mongolian and Chinese and the lack of a unified Chinese syllabus. In view of the problems and reasons from the investigation and analysis, this paper puts forward some suggestions for improvement in Chapter 6: We should pay more attention to Chinese teaching, and teachers should follow the basic principles of oral English teaching, pay more attention to dialogue training and develop oral Chinese textbooks for Mongolian students; We should strengthen professional training and increase the number of teachers; We should guide students to appropriate attribution and stimulate students'interest in learning; Schools can improve the quality of oral Chinese teaching by establishing multi-media classrooms, enriching teaching materials and promoting the reform of evaluation methods.