Zeng Lilin

 School of International Culture, South China Normal University

Abstract：

In recent years, CSL learners increasingly expect oral classes to help them choose appropriate expressions across diverse communicative settings; yet classroom models remain detached, relying on role-play dialogues and sentence-pattern drills that seldom develop transfer. This study examines the application of task based language teaching in oral Chinese classrooms, aiming to address problems such as loosely defined objectives, inefficient interaction, and delayed attention to linguistic form. It highlights learning driven by verifiable communicative outcomes, implements focused post-task feedback, and integrates a digitally supported, data-informed evaluation loop to make interaction records and assessment traceable, thereby offering a practical pathway for improving oral Chinese instruction.

Key Words：

task based language teaching; teaching Chinese to speakers of other languages; oral instruction; task design