Reflections of Task-Based Language Teaching on Grammar Teaching of Teaching Chinese as a Foreign Language
DOI:
https://doi.org/10.71222/tgvm3515Keywords:
Grammar Teaching of Teaching Chinese as a Foreign Language (TCFL), Task-based language teaching (TBLT), reflectionsAbstract
Task-based language teaching (TBLT) has attracted increasing attention from Chinese experts and scholars during the quest for the reform of teaching Chinese as a foreign language (TCFL). Task-based language teaching has absorbed the essence of communicative teaching method, centering on tasks, emphasizing learning process, and advocating the usage of target language during the process of accomplishing meaningful tasks. It is a lively and interactive teaching method aiming to improve learners' communicative competence. At present, compared with that of teaching English as a foreign language in China, the theoretical research and teaching practice on TCFL, especially grammar teaching, are still in their initial stage. Beginning with the general introduction of the position and status quo of TCFL grammar teaching, this paper integrates the relevant research on TBLT both at home and abroad and combines the relevant theoretical and practical TCFL teaching experience of experts, scholars and teachers, aiming to analyze the reflections of TBLT on grammar teaching of TCFL, through reference to literature and observations of TCFL classes at Jiangnan University. The author hopes to appeal more attention to the application of TBLT on TCFL grammar teaching and deeper and wider research will be carried out in this field, promoting the smooth and flourishing development of TCFL.
References
1. Y. G. Butler, "The implementation of communicative and task-based language teaching in the Asia-Pacific region," Annu. Rev. Appl. Linguist., vol. 31, pp. 36–57, 2011, doi: 10.1017/S0267190511000122.
2. Y. Ji and T. Pham, "Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies," Innov. Lang. Learn. Teach., vol. 14, no. 2, pp. 164–177, 2020, doi: 10.1080/17501229.2018.1545021.
3. X. Zheng and S. Borg, "Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices," Lang. Teach. Res., vol. 18, no. 2, pp. 205–221, 2014, doi: 10.1177/1362168813505941.
4. Z. Han, "Task-based learning in task-based teaching: Training teachers of Chinese as a foreign language," Annu. Rev. Appl. Linguist., vol. 38, pp. 162–186, 2018, doi: 10.1017/S026719051800003X.
5. Y. Liu, F. Mishan, and A. Chambers, "Investigating EFL teachers’ perceptions of task-based language teaching in higher edu-cation in China," Lang. Learn. J., vol. 49, no. 2, pp. 131–146, 2021, doi: 10.1080/09571736.2018.1465110.
6. A. Soruç, J. Qin, and Y. Kim, "Comparing the effectiveness of processing instruction and production-based instruction on L2 grammar learning: The role of explicit information," TESL Can. J., vol. 34, no. 2, pp. 49–70, 2017, doi: 10.18806/tesl.v34i2.1266.
7. J. W. Gray and R. W. Smithers, "Task-based language teaching with a semantic-centred pedagogic grammar," Can. J. Appl. Linguist., vol. 22, no. 2, pp. 88–108, 2019, doi: 10.7202/1063775ar.
8. L. Bryfonski, "From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives," Lang. Teach. Res., vol. 28, no. 3, pp. 1255–1279, 2024, doi: 10.1177/13621688211026570.
9. R. Wei and X. Zhao, "Effects of task-based language teaching on functional adequacy in L2 writing," Assess. Writ., vol. 60, p. 100838, 2024, doi: 10.1016/j.asw.2024.100838.
10. H. An and S. Li, "Anxiety in task-based language teaching: A state-of-the-art review," in Individual Differences and Task-Based Language Teaching, pp. 52–83, 2024. ISBN: 9789027214768.
11. Y. Namkung and Y. Kim, "A review of learner motivation and engagement research in task-based language teaching," in In-dividual Differences and Task-Based Language Teaching, pp. 198–227, 2024. ISBN: 9789027214768.
12. R. Ellis, "Conclusion: Some thoughts on investigating individual differences in task-based language teaching," in Individual Differences and Task-Based Language Teaching, pp. 346–364, Amsterdam, The Netherlands: John Benjamins Publ. Co., 2024. ISBN: 9789027214768.
