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Problems of the Implementation of Task-Based Language Teachi

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Shiyu Liu

on 23 April 2014

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Transcript of Problems of the Implementation of Task-Based Language Teachi

Issues Related to Teachers Understanding & Behaviors
Lack of knowledge
Misunderstanding about TBLT
(Xu, Liu, & Jiang, 2008)
Negative attitudes towards TBLT
(Hu, 2013)



Problems of the Implementation of Task-Based Language Teaching (TBLT) in China
Effective or Not on China?
Different culture
Different teaching language
Different educational system

Task-Based Language Teaching (TBLT)
Emphasize on learning to communicate through interaction in the target language (Nunan, 1991)

Assume the language learning as a dynamic procedure focused on communication and interaction

Definitions of "TASK": focus on both meaning and form
My Position
Not applicable and effective in Chinese context because of several barriers and issues in the implementation of TBLT
Teaching Methods
Challenge: Communicative skills vs. Language rules?

Communicative Language Teaching (CLT) in 1970s

An approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study
Paper Structure
Introduction & Position
Problems with implementation
Different voices
Conclusion
Difficulties in Assessment
Assessment of students' performance in TBLT classrooms
completion of the task
vs.
application of the target language
Assessment of testing practices
Examination-oriented system
grammatical knowledge
reading & writing skills
Challenges within Classrooms
Class sizes - big
Li, 2004 - lack of individual or group instructions
Class management - hard
Tsui, 2003 - balance between orderly classroom and involving tasks
Instructional time - limited
Carless, 2003 - conflict between completing syllabus and carrying out time-consuming tasks
Limited Available Resources
Lack of textbooks/materials suitable for TBLT
More time to prepare
Not interesting enough topics
Difference in Proficiency Levels
Low - less effective with TBLT
High - more effective with TBLT (Carless, 2003)
Supportive Voice
Theoretical layer:
Profound theoretical framework
Definite teaching goals
Raise motivation
Large input and output
Case studies:
Improving oral performance (Hasan, 2014)
Conclusion
TBLT is not applicable and effective in Chinese context
Teachers' understanding and behaviors
Assessment difficulties
Classroom challenges
Available resources
Students' proficiency
Full transcript