TBLT in China (2001-2011)
The Current Situation, Predicament and Future
Bibliographic Data
| ID | 21240137 |
|---|---|
| Authors | Shaoqian Luo (0000-0001-5442-0105, Beijing Normal University), Luo Shaoqian, YI Baoshu, Baoshu Yi (0000-0002-0851-8766, Anhui Agricultural University) |
| Year | 2013 |
| Volume | 2 |
| Issue | 2 |
| Pages | 147 |
| Publication date | 2013-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v2i2.161 |
| OpenAlex | W1980043744 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
With the reform of English education in China since 2001, a communicative and task-based language teaching has emerged into Chinese English classroom. To understand task-based language teaching (TBLT) practice in China, a synthesis study was conducted to analyze the current situation and predicament of TBLT in China over the last ten years based on the published TBLT articles (2001-2011) in Chinese journals and educational newspapers. The study shows that there is questioning and criticism on the effectiveness of TBLT in the forein languagae teaching classes despite the amazing growth of research in TBLT in China. It is also found that the predicament of TBLT may be attributable to a variety of factors such as no professional and systematic training TBLT for teachers, little knowledge of the latest development of TBLT, differences in student English proficiency, gap between local educational levels, no enough educational funds as well as misunderstanding and mispractice of TBLT. Thus, how to appropriately adapt and localize TBLT in China has become the major concern of researchers and educators as well as teachers. To solve the problem, this paper puts forward some suggestions to localize TBLT in the Chinese context, which is concerned with (1) task design; (2) integrating target tasks and pedagogical tasks; (3) balance between meaning and form; (4) tasks for big classes; (5) developing school based textbooks and (6) combining tasks and other teaching principles. Such a context-based approach to TBLT could provide a reference for other contexts similar to China
China · Language education · Mathematics education · Pedagogy · Political science · Computer Science · EFL/ESL Teaching and Learning · Engineering · History · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Artificial Intelligence
Second language pedagogy
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Tasks in Second Language Learning
A Framework for the Implementation of Task-based Instruction
The suitability of task-based approaches for secondary schools
Communicative and task-based language teaching in East Asian classrooms
Cognitive Complexity and Task Sequencing
| Citations per year | 0.09 |
|---|---|
| Citation span | 2015 - 2015 (1) |
| Highly cited | No |