THE APPLICATION OF THE DRAMA-BASED TEACHING METHOD IN CHINESE LANGUAGE INSTRUCTION (BASED ON THE DEVELOPMENT OF STUDENTS’ ORAL SPEECH AND INTERCULTURAL COMMUNICATIVE COMPETENCE)

Abstract

Against the background of the continuous development of international Chinese language education, the issue of effectively improving the oral speech ability and intercultural communicative competence of Chinese language learners has become one of the most important research topics in the field of Chinese language teaching. Traditional Chinese language classes often focus on the explanation of vocabulary and grammar, while insufficient attention is paid to the practical use of the language in real communicative situations. This leads to a common phenomenon: students “know how to study, but do not know how to use” the language. The drama-based teaching method, as a pedagogical model grounded in experience, interaction, and situational learning, can create authentic and dynamic communicative conditions for students through role play, situational modelling, and process drama. This article focuses on the integrated Chinese language course as its object of study. Proceeding from the definition of the drama-based teaching method and its theoretical foundations, the author systematically analyzes the necessity of introducing this method into Chinese language teaching and the ways of its practical implementation. The article also examines the role of the teacher, the organization of classroom activities, and the specific stages of instruction. The study shows that the drama-based teaching method not only helps improve students’ language output ability and classroom engagement, but also enhances their cultural understanding, sense of cooperation, and creative thinking. This is of considerable importance for training Chinese language specialists with comprehensive communicative competence.