ABSTRACT
The mastery of speaking skills in Chinese is a priority for many learners of Chinese as a foreign language (CFL). Some CFL learners even regard speaking ability as the measure of knowing the target language and the most important skill they can acquire in terms of their accomplishments in spoken communication. This study explores, recognizes, defines, and analyzes various structured- and communicative-based models of teaching spoken Chinese as a foreign language. Various forms of classroom practices and activities are provided with actual results in their application in teaching Chinese speaking skills. The effect of these speaking models along with according speaking activities will be studied and analyzed in light of SLA theories and teaching practice. These include, but not limited to, structured language training through pattern language, speech drills, intensive usage of idiomatic expressions and phrases to help learners use the right words in the right order with the correct pronunciation and tones. Communicative-based speaking through performing（说演）, body performing (体演), speech drilling and presentations, etc.
