本文以美国狄金森学院初级汉语课堂为研究对象，研究在具有听说法教学传统的美国大学汉语课堂中的口语测试问题。主要包括口语测试的测试纲目、测试内容、评分标准这三个方面。具体探究口语测试应该以什么为测试纲目？应该如何测试？应该如何评分这三个问题。 本文主要分为五个部分，第一部分介绍本文的研究背景和理论基础，第二部分介绍本研究的目标院校狄金森学院的汉语教学概况，第三部分是在此基础上进行的口语测试的设计。测试主要包括测试内容、测试重点、测试方法和测试标准这四个方面。其中测试内容主要包括测试话题的选择、测试交际任务的确定、测试语言点的选择和测试词汇的划定这四个部分。测试标准关注功能性、准确与得体性、流利性这三个方面，评分方法主要采用综合评分与分项评分相结合的方式。第四部分是口语表演及其实际施测的应用，主要包括施测安排、施测成绩分析、典型案例分析和在听说法影响下口语表演作为测试方式的优缺点的分析。口语表演的实际施测安排在狄金森学院初级汉语课堂，我们如实记录了学生十次口语表演的成绩，并在分析成绩的基础上选取了典型案例。在对得分较高的案例和得分较低的案例的分析中，我们发现了由于学生对口语表演关注点的不同而造成的口语表达的差异。在口语表演中，一部分学生能很好地关注语言功能，能围绕测试话题完成话题下的交际任务，语言表达也很流利。还有一部分学生，倾向于关注语言结构，从而导致了口语表达准确性较高但功能性和流利性较差的情况。第五部分是本文的结论。 听说法在美国的大学汉语教学中的影响非常大，语言结构在教学中的重要性也不可否认，同时培养交际能力也是我们在口语教学中一直倡导的。但研究结论发现，在口语测试中，学生倾向于盲目使用语言结构而忽略交际，导致口语表达不流畅。在本研究中，我们采用交际任务作为衡量口语交际水平的标准，并对其实际应用情况进行分析。研究结果启发我们在汉语口语教学中应该以交际能力的培养为纲目，培养学生完成交际任务的意识，建立口语教学体系。

This paper takes Dickinson College's Elementary Chinese course as the research object , and studies the oral test in American College Chinese course which with the tradition of the Audiolingual Method. It mainly includes three aspects: test outline, test content and rating standard. The specific research question are as follows: What should be taken as the test outline? How to test? How to rate? This paper is divided into five parts: the first part introduces the research background and theoretical basis of this paper; the second part introduces the general situation of Chinese teaching in Dickinson College; Based on this, the third part is the oral test design. It mainly includes four aspects: test content, test key point, test method and test standard. The test content mainly includes four parts: the choice of test topic, the determination of test communicative task, the choice of test language point and the choice of test vocabulary. The test standard focuses on functionality, accuracy, appropriateness and fluency, and the scoring method combine the way of comprehensive scoring with sub-item scoring. The fourth part is the application of oral performance, it mainly including the test arrangement, test results analysis, typical case analysis and the advantages and disadvantages of oral performance as a test method under the influence of Audiolingual Method. The test target is the elementary Chinese course of Dickinson College, we recorded the results of students’ ten times oral performances, and selected typical cases based on the analysis of the results. In the analysis of the cases with higher scores and those with lower scores, we find that the differences in oral expression are caused by the different concerns of students on oral performance. In oral performance, some students can pay close attention to the language function, complete the communicative tasks under the topic, while some students tend to pay attention to the language structure, which leads to the higher accuracy of oral English, but the poor function and fluency of the whole oral expression.The fifth part is the conclusion of this paper. It is found that the The Audiolingual Method has a great influence on Chinese teaching in American universities, and the importance of language structure in teaching cannot be denied. At the same time, the cultivation of communicative competence is what we always advocate in the oral teaching. However, in the oral test, we find that students tend to focus on the structure and ignore the communication. This has something to do with the dual arrangement of practicing grammar and developing communicative competence in oral classes. This enlightens us that in oral Chinese teaching, we should take the cultivation of communicative competence as the target, and cultivate students' awareness of completing communicative tasks, and establish oral teaching system.