Benefits and Implementation Challenges of Task-Based Language Teaching in the Chinese EFL Context 231 80
DOI:
https://doi.org/10.31686/ijier.vol4.iss3.522Keywords:
task, task based language teaching, effectiveness, implementation challenges.Abstract
With the recent high profile and frequent use of tasks in language teaching, there exists a trend in the English as foreign language (EFL) classrooms in China that the long established traditional teaching methods b ased on the presentation practice production (PPP) model are now being replaced by task based language teaching (TBLT). Much research has been done concerning the application of TBLT, but less is known about its challenges for implementing TBLT in Chinese EFL context. Based on the analysis of the existing pedagogical problems caused by the traditional English teaching methods, this paper aims to identity benefits and challenges in TBLT implementation in Chinese EFL context context. It concludes by suggesting that a contextual adaptation to TBLT in Chinese EFL setting should be made and TBLT can be best feasible and useful if a context-sensitive TBLT approach in which Chinese traditional values, examination demands, teachers’ teaching beliefs and practices interact best with the principles of TBLT.
References
Breen, M. P., (1987), Learner contributions to task design, In
Language Learning Tasks , Englewood
Cliffs, eds., Candlin and Murphy D.F., NJ: Prentice Hall.
Carless, D., (2004). Issues in teachers’ re
interpretation of a task bas ed innovation in primary schools.
TESOL Quarterly 38, 639 662.
Carless, D., (2009). Revisiting the TBLT versus P
P P Debate: Voices from Hong Kong. Asian Journal of
English Language Teaching , 19, 49 66.
Deng, C. & Carless, D. R. (2010). Examination prepara
tion or effective teaching: Conflicting priorities in
the implementation of a pedagogic innovation. Language Assessment Quarterly , 7(4), 285 302.
Ellis, R., (2003).
Task based Language Learning and Teaching , Oxford: Oxford University
Ell
is, R., (200 9). Task based language teaching: sorting out the misunderstandings. International Journal
of Applied Linguistics 19(3) 221 246.
Hatip, F. (2005). Task
based language learning. Cited in Hismanoglu, M &, S. Hismanoglu, (2011).
Task based langua ge teaching: what every EFL teacher should do? Procedia Social and Behavioral
Sciences, 15 (2011) 46 52. DOI: https://doi.org/10.1016/j.sbspro.2011.03.049
Hu, G. W. (2005). Contextual influences on instructional practices: A Chinese case for an ecological DOI: https://doi.org/10.2307/3588525
approach to ELT. TESOL Quarterly , 39(4), 635 660.
Jeon, I. & H
ahn, J. (2006). Exploring EFL teachers’ perceptions of task based language teaching: A case
study of Korean secondary school classroom practice. Asian EFL Journal , 8(1), 123 143.
Li, D. F., (1998). “It’s always more difficult than you plan and imagine”: DOI: https://doi.org/10.2307/3588000
teachers’ perceived difficulties
in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677 703.
Ng, G., & Tang, E. (1997). Teachers needs in the process of EFL reform in China
a report from Shanghai.
Perspectives [City University of Hong Kong Department of English Working Papers], 9, 63 85.
Nunan, D. (1991). Communicative tasks and the language curriculum. DOI: https://doi.org/10.2307/3587464
TESOL Quarterly , 25(2), 279 295.
Nunan, D. (2004).
Task Based Language Teaching . Cambridge Cambridge University Press.
Prabhu, N .S. (1987).
Second language pedagogy . Oxford: Oxford University
Richards, J. and Rodgers, T. (2001).
Approaches and Methods in Language Teaching . Cambridge:
Cambridge University Press.
Skehan, P. (1996). Second
language acquisition research and task based instruction. In J. Willis & D.
Willis (Eds.), Challenge and change in language teaching (pp.17 30). Oxford: Heinemann.
Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Pr
ess.
Shehan, P.
b ））. Task based instruction. Annual Review of Applied Linguistics 18: 268 286. DOI: https://doi.org/10.1017/S0267190500003585
Wang, Q. (2007). The National Curriculum changes and their effects on English language teaching in the
People’s Republic of China. In J. Cummins & C. Davison (Eds.), Interna tional handbooks of
English language teaching (pp. 87 105). Boston, MA: Springer Science & Business Media.
Yuko Goto Butler. (2011). The implementation of communicative and task
based language teaching in the
Asia pacific region. Annual Revi ew of Applied Linguistics , 31, 36 57.Wesche, M., and Skehan, P., (2002). Communicative teaching, content
based instruction, and task based
learning, In Handbook of applied linguistics , ed., R. Kaplan, Oxford: Oxford University
Willis, J. (1996). DOI: https://doi.org/10.1215/10757163-4-1-70
A framework for task based learning . Harlow, UK:
Willis, J. (2004). Perspectives on task
based instruction: Understanding our practices, acknowledging our
different practitioners. In B. L. Leaver & J. Willis (Eds.), Task based instruction in foreign language
education (pp.3 44). Washington, DC: Georgetown University Press.
Wu, H. L. (2011). Application of task
based language teaching to English extensive reading. Journal of
Zunyi Normal College , 13(3), 103 106.
Zheng, X. M. (2008). Changing curriculu
m, changing pedagogy: ELT from a college teachers’
perspective in China. CELEA Journal , 31, 3 14.
Downloads
Published
Issue
Section
License
Copyright (c) 2016 Zhuxiu Tan
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
