Download Full PDF

Xinsheng Cao

University College Dublin, Ireland

 

Abstract

This paper presents a task-based teaching plan to help B1 learners improve spoken Chinese. The design follows the CEFR action-based approach. It includes three tasks: giving suggestions, comparing ideas, and holding polite debates. Each task uses sentence frames, thinking tools, and cultural support to help students speak more clearly and respectfully. The plan builds on task-based learning, Skehan’s fluency model, and Facione’s steps of critical thinking. It also responds to the high-context style of Chinese. In this context, indirect speech and politeness often shape how ideas are expressed. This is not a study of classroom results. Instead, it focuses on how to design and guide tasks in real teaching. It also looks at common problems, like hesitation in disagreement and heavy reliance on sentence scaffolds. The plan offers a practical structure that teachers can use or adapt in similar courses.

 

Keywords

CEFR-based speaking tasks, spoken Chinese (B1), task-based learning, cultural communication strategies

 

通过角色扮演与讨论任务提升B1中文学习者口语流利度的教学设计 

 

曹新胜

都柏林大学爱尔兰中国研究院，爱尔兰

 

摘要

教学设计聚焦于任务链构建与课堂支持，同时回应如表达异议时的犹豫、对语言支架的依赖等教学难点，并为后续教学研究提供实践基础。本文提出了一套面向B1水平中文学习者的口语教学任务设计，旨在提升学生的表达流畅度和交际自信。设计参照CEFR行动导向理念，设置三个层层递进的任务：提出建议、比较观点、礼貌表达异议。每项任务配有句型支架、思维引导工具和文化策略，帮助学生清晰表达、组织语言并在高语境语境中恰当交流。教学设计融合任务型教学理论、Skehan的流利度模型与Facione的思维发展框架，同时回应中文表达中的间接性和礼貌规范。文章重点呈现任务设计逻辑、课堂支持方式及教学实施中的常见难点，例如学生在表达异议时的犹豫、对语言模板的高度依赖等。该方案具有较强的可操作性和迁移性，为同类课程提供可借鉴的教学结构。

 

关键词

CEFR导向，口语任务，B1中文口语，任务型学习，文化沟通策略