Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges

Rui min Bao · Xiangyun Du

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

Abstract

Task-based language teaching (TBLT) has been drawing increased attention from language teachers and researchers in the past decade. This paper focuses on the effects of TBLT on beginner learners of Chinese as a foreign language (CFL) in Denmark. Participatory observation and semi-structured interviews were carried out with 18 participants from two beginning-level Chinese classes. Qualitative analysis of the data indicates that TBLT benefits learners in terms of increasing participation, creating more opportunities for speaking, easing learners’ anxiety, and enhancing enjoyment. However, TBLT encountered challenges such as lack of Chinese pronunciation practice, difficulty in balancing learners’ different preferences for learning strategies, and a lack of sufficient instructional time support. Possibilities for improving TBLT and proposals are discussed. This study provides further evidence that TBLT is not a one-size-fits-all method, but rather interacts with various contextual factors in its application, and suggests that the features of the Chinese language need to be taken into consideration as well.

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2003Task-based Language Learning and Teaching 2004TASK-BASED LANGUAGE LEARNING AND TEACHING 1998Focus on form in classroom second language acquisition 1991Focus on Form 2003Task-based instruction 2017Second Language Research: Methodology and Design 1998"It's Always More Difficult Than You Plan and Imagine": Teachers' Perceived Difficulties in Introducing the Communicative Approach in South Korea 2005Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design

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2021The Cambridge Handbook of Task-Based Language Teaching 2021Effects of Technology enhanced Task-based Language Teaching on Learners' Listening Comprehension and Speaking Performance 2021Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices 2016The implementation of task-based teaching in an online Chinese class through web conferencing 2019Oral corrective feedback in L2 Chinese classes: Teachers’ beliefs versus their practices

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