Perceptions and Implementation of Task-based Language Teaching among Secondary School EFL Teachers in China

Cheng Xiongyong · Moses Stephens Gunams Samuel

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EFL/ESL Teaching and Learning Second Language Learning and Teaching English Language Learning and Teaching

Abstract

This paper raises concerns about English as a foreign language (EFL) teachers ’ perceptions of task-based language teaching (TBLT) and the impact on their classroom practices to identify challenges and possibilities in TBLT implementation. From the data collected in the survey of 132 secondary school EFL teachers in China, the findings indicate that most EFL teachers hold positive attitudes toward TBLT execution due to a higher level of understanding on TBLT concepts, but that there exist constraints like the large-sized class and difficulty in evaluating students ’ task-based performance. As such, implications are proposed based on the findings to help teachers and teacher trainers administer TBLT more effectively in the future.

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References

1990How to Design and Evaluate Research in Education 1981Principles of Language Learning and Teaching 2003Task-based Language Learning and Teaching 1990Designing Tasks for the Communicative Classroom 1999A Framework for Task-Based Learning 1996A Framework for the Implementation of Task-based Instruction 2001Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing 1993Aspects of Language Teaching

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