在高年级对外汉语口语教学中的应用研究摘 要互动性是任务型语言教学的首要原则。任务型语言教学不但体现互动而且促进互动。互动对于语言教学和学习具有重要意义。互动不仅能够增加可理解输入和输出，促使学生注意到语言形式，还能够提高学生参与程度、培养学生情感。在高级汉语口语教学中引入以互动为首要原则的任务型语言教学很有意义。这首先是由高年级汉语口语教学的教学目标（需要）决定的。本文将《高等学校外国留学生汉语教学大纲：长期进修》和《高等学校外国留学生汉语言专业教学大纲》所提出的高级阶段汉语口语教学目标进行了比较分析。然后运用定量研究的方法，通过问卷，从留学生在汉语口语课堂的互动表现、语言学习与课外语言运用的相关性、对汉语的理解能力和表达能力、学习汉语和使用汉语的情况、自主学习情况、学习文化等六个方面进行301留学生汉语口语的学习和使用情况的调查。综合理论的分析（教学目标的比较）和实践的总结（对调查结果的分析），本文确定了高年级汉语口语教学的要求。在高年级汉语口语教学中引入基于任务型语言教学的互动教学正好能够满足这些要求。本文进一步指出适用于高级阶段汉语口语教学中的任务和互动的特点。本文通过分析指出高年级汉语口语的交际任务以复杂任务、真实任务、开放型任务、创造性任务为主，并且任务往往不是单一的，常常是几个任务同时存在，有可选项。相应的，高年级汉语口语教学中的互动具有高层次、多层面、重视过程、课内外结合的特点。通过分析教学实例，本文发现，301汉语口语教学的操作模式中不论是任务设计还是教学步骤都体现出了上文所说的任务和互动的特点。然后本文按照操作模式的三个阶段列表，分析了各个阶段的具体环节中互动的形式、特点及作用。并进一步指出这些互动对于语言教学有诸多积极影响。本文采用定性研究的方法，通过访谈来调查教学效果。分析访谈数据，本文得到五个方面的结论。结论显示基于任务型语言教学的互动对语言教学既有积极影响也存在消极影响。本文进而分析了产生积极影响和消极影响的原因。最后，本文对研究进行了小结，分析了本次研究中存在的不足，并对未来的研究之路做出了展望。总之，我们提倡在高年级汉语口语教学中贯彻基于任务型语言教学的互动。但在运用中要充分考虑教师、学生、教材等诸多方面的因素。如果运用得当就能充分发挥积极影响，提高教学效果，更好、更快地培养学生的语言综合运用能力、真实交际能力。关键词 互动 任务型语言教学 高年级汉语口语教学

A STUDY ON INTERACTION BASED ON TBLTIN ORAL TCSLAbstractInteraction is the first important principle of the task-based language teaching (TBLT), which improves interaction. Interaction, as the key to language teaching and learning, is beneficial to language input and output, learners’ focus on language form and learners’ involvement. It is meaningful to apply interaction based on TBLT in oral Chinese Teaching as The Second Language (TCSL).Two syllabuses are compared; A survey is conducted and qualitative analysis are employed to analyze the data of six aspects of learners’ Chinese learning and using of oral TCSL in 301 grade. From the theory and practical analysis, this paper concludes the needs and targets of oral TCSL in senior grade.The key point of interactive teaching based on TBLT is task and interaction. Complex tasks、real-world tasks、open tasks、creative tasks are the main types of tasks of oral TCSL in senior grade . Accordingly, the quantities of the interaction of oral TCSL in senior grade are high-level, full-sides, process-emphasis, combining of classroom and outside.Through analysis of a class example in 301 oral TCSL , the characters of tasks and interactions mentioned before are observed in the steps of task-designing and class-model. This paper lists three phases of the model and analyzes the form、character and effects of interaction on different stages. Quantitative analysis is employed to analyze the data refers to five aspects of the interview. The paper point out that interaction based on TBLT has both positive and negative effects on language teaching and learning.The study ends with the conclusion that the interaction based on TBLT should be applied in oral TCSL in senior grade to improve the students’ communicative competence and enjoyable in language teaching and learning, but may need more design.KEY WORDS: interaction, task-based language teaching(TBLT), oral Chinese teaching , teaching Chinese as the second language (TCSL)