Analysis of the Advantages and Challenges Concerning the Implementation of TBLT into EFL Context of China

Authors

  • Yaowen Gou

DOI:

https://doi.org/10.54097/vv3z3x68

Keywords:

TBLT; English teaching; Implementation; Benefits; Challenges.

Abstract

Task-based language teaching, as one of the four main English teaching methods in China, has its unique advantages. In a task-based teaching, students actually learn language by doing interesting things relevant to their daily life and can hence get them involved physically and emotionally. Which, to some degree, fits the teaching idea of our country that we should enable students to develop their practical ability to use language through task-centered teaching approach especially after the appearance of NECS in 2017. However, there still exists some challenges or problems facing task-based approach and its implementation in a Chinese context where English is treated as a foreign language to learn (EFL). Thus, this paper aims to present these problems at the macro and micro perspectives. Besides, this paper also hopes to offer some pertinent suggestions on how we should respond to task-based method dialectically based on the enlightenment of relevant literature.

Downloads

Download data is not yet available.

References

Ministry of Education of the People's Republic of China. Standard for the English Language Curriculum of General Senior Secondary Schools (2017 Edition Revised in 2020) [S]. Beijing: People's Education Press, 2020.

Jia Junhong. Research on the application of task-based teaching in English vocabulary teaching [J]. Journal of Inner Mongolia Normal University (Education Science Edition), 2014, 27(2).

LIU Chunyan,GUO Rui. A Chinese localization study of task-based teaching in primary and secondary English teaching (in English) [J]. Chinese Journal of Applied Linguistics, 2020, 43(02): 205-218+250.

Liu Xichun. The application of task-based teaching method in high school English learning[J]. Journal of Education, 2022 (11): 34-36.

Xing Wei. The bias and innovation of task-based teaching method--Taking English teaching as an example[J]. Shanghai Educational Research, 2022 (04):48-53.

Carless, D. (2007). The suitability of task-based approaches for secondary schools: perspectives from Hong Kong. System, 35(4), 595–608.

Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Richards, J. C, & Rodgers, T. S. (2008). Approaches and methods in language teaching. Beijing: Foreign Language Teaching and Research Press.

Shehadeh, A, & Coombe, C. (Eds.). (2012). Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins.

Downloads

Published

14 March 2024

Issue

Section

Articles

How to Cite

Gou, Y. (2024). Analysis of the Advantages and Challenges Concerning the Implementation of TBLT into EFL Context of China. International Journal of Education and Humanities, 13(1), 84-86. https://doi.org/10.54097/vv3z3x68