以意義、目標及溝通為導向之任務教學法常被用於華語教學中，用以提升學習者之口語互動及溝通能力，但如何建立真實語境以增加學習者有意義的口語互動，是一個值得討論的問題。近年來，研究者發現具備擬真環境及多人互動特色之第二人生可予以補足。
　　本研究旨在探討學習者於不同任務型華語學習活動中的口語溝通能力，採實驗研究法，對象為30位CSL初學者。透過華語聽說能力前後測結果、教學影片分析、態度問卷和課後訪談，探討此學習模式對學習者溝通能力之影響，同時找出較可增加互動之任務類型，學習者之口語錯誤類型以及對此學習方式之態度。
　　研究結果顯示於第二人生中進行任務型學習活動能顯著提升學習者的溝通能力，而推理任務下溝通能力之提升較資訊互補任務更為明顯。除此之外，透過學習者任務執行歷程及後測分析可發現學習者常犯之口語錯誤包含「把」字句偏誤、語序偏誤、動詞詞序偏誤以及「的」字缺漏偏誤。態度方面則發現兩種任務類型皆可提升學習者之學習動機，其中推理任務組略優於資訊互補任務組。對於在第二人生中透過任務學華語，學習者持正面態度，但同時也提出此學習模式需相當程度的硬體設備與穩定網速支援。

Task-based approach, which involves a primary focus on meaning, target and communication, is commonly used in Chinese as second/ foreign language teaching to improve learner interaction and communicative competence. However, it is sometimes difficult to provide an authentic learning environment in traditional Chinese classrooms to enhance learners’ meaningful oral interaction, and thus the topic is worth discussing. In the past years, researchers found that the difficulty can be alleviated though teaching and learning in Second Life, a platform which can provide users with the authentic context and the function of multi-user interactive shared 3D environment.
According to the research purpose, Experimental Research Design was used in this study, and 30 CSL beginners were recruited. Through analysis of students’ pre-and post-test scores, teaching videos clips, questionnaires and after class interviews, this study investigated whether and how two types of task-based learning activities (e.g., information gap and reasoning gap) in Second Life can improve learners’ oral communication performances, and discussed which type of task activity can best help learners’ interaction and help teachers to find students’ error patterns. Besides, learners’ attitudes toward this learning approach are also being explored.
The results showed that implementing task-based learning activities in Second Life can make significant progress toward improving learners’ communication competence in both types of tasks. According to the data, however, the students who participated in the reasoning-gap task significantly improved their oral proficiency more than the ones participated in the information-gap task. In addition,　learners’ error patterns like “bǎ” construction errors, sequential errors, verb sequential errors and omission errors of “de” were found in task implementation and post-test analysis. As for the attitude, we found that learners with both types of task have great learning motivation, especially in the group of reasoning-gap task. Although these CSL learners reported positive attitudes toward learning in Second Life, they also suggested that there is a need to provide better hardware and stable internet connection to ensure the effectiveness of implementing the task-based learning approach.

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