Task-based Language Teaching in the Chinese Classroom

This article discusses Task-based Language Teaching(TBLT)implemented in the Chinese classroom.TBLT involves a three-phase pedagogical sequence,including pre-task,on-task,and post-task.Different task-based learning activities are designed to promote learners’language acquisition through the performance of tasks.Learners are engaged in interactive and collaborative communication to accomplish meaningful and relevant real life tasks.This article explores the application of one TBLT unit in Chinese for learners’language development in terms of both fluency and accuracy.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

On the Application of Task-based Language Teaching Approach to English Phonetic Teaching

Task-based language teaching approach(TBLTA), which lays stress on "learning by doing", gained increasing popularity in English teaching in recent years. The design of phonetic teaching calls for more emphasis from English educators since it is one of the basic rounds of English teaching. This paper made a trial on the utilization of TBLTA in the English phonetic teaching context and designed a TBLTA model for English phonetic teaching based on discussions about model and merits of TBLTA.

Task-Based Approach in Language Teaching

During recent years,some notions about tasks have been considered as the major part of analysis in different teaching approaches and teachers are being more interested in the use of taskbased approach both in foreign and in second language teaching.The main goal of this article is to introduce and discuss some major principles of task-based language teaching and indicates how teachers can apply them in their curriculum.

A Study on Task-based Language Teaching Syllabus Design

Task-based teaching syllabus becomes more and more popular in modern English teaching. It is widely used in the English teaching from junior to senior high school and even to collage and university education. This paper is mainly studies the relevant research on task-based teaching syllabus and offers some tips on task-based syllabus design.

A Brief Introduction of Task-based Language Teaching(TBLT)

This paper presents the importance of task-based language teaching(TBLT), briefly introduces some different understanding of the definition of TBLT, and the rationale for it, analyses it's suitability and difficulties of implementing it in the classroom.

The Application of Task-based Language Learning in English Teaching

Task-based Language Teaching(TBLT) proved to be an influential teaching approach in second language acquisition recent years. Yet, TBLT came into being with certain culture background, it can't be applied randomly and mechanically. This paper precisely introduces the task-based language learning and reviews the literature on the basic pedagogical theories of TBLT,then briefly introduces the framework of Willis for TBLT, and takes a small size group of middle school students as an example.It mainly aims to discuss the application of Task-based language learning in the classroom and through analyzing the disadvantages of task-based language teaching to find out a successful approach to implement TBLT.

Implications of English as a Lingua Franca(ELF) for Task-based Language Teaching(TBLT) in China

Task-based language teaching(TBLT)methods to some extent counteract the dilemma of emphasis on authentic con text and the focus on non-native L2 learning circumstance.The notion of English as a Lingua Franca(ELF)is much a product in formed the concept that language acquisition is a process of learning language and using language.This paper explores the con cept of English as a lingua franca(ELF)and the nature of task-based language teaching.ELF and TBLT share a common ground that the interlocutors aim to convey information and sheer themselves of the baggage of English hegemony.Thus the implications of ELF for TBLT are discussed.

Experienced Language Learners' Perceptions of Task-based Language Teaching-A Case Study of Guangdong University of Foreign Studies in China

The aim of this dissertation was to investigate the attitudes and opinions from experienced language learners towards task-based language teaching(TBLT), a popular and widely adopted teaching approach, in the context of Guangdong University of Foreign Studies(GDUFS) in China and provide suggestion for making improvements in language teaching.

On Task-based Language Teaching

This paper introduces task-based language teaching briefly,and presents an understanding of this pedagogy and someproblems in the application process.After having a good knowledge of task-based language teaching,English teachers can apply itinto the class,which can not be blindly of course.And it is important to consider the objective condition.

The Implementation of Task-based Language Teaching Approach in EFL Oral English Teaching in Art Academy

Present English learning and teaching in colleges especially in Art Academy is far from satisfactory.English,as one of the most important international languages,plays a more and more important role in the international communication.In this paper,the author tries to apply TBLT(Task-based Language Teaching) to oral English teaching.The experiment chose 102 freshmen of two classes in College of Broadcasting and Hosting in CUCN(Communication University of China,Nanjing) as subjects,lasting 16 weeks all together.In the experimental class,the participants are taught with the new method with the aid of TBLT,while in the controlled class,the traditional approach was utilized.By means of data analysis and daily observation of teaching experiment,with the help of the software SPSS and MATLAB,the comparison of both class and of the EC before and after the experiment has verified that the new method with the aid of TBLT has a more positive effect in improving students'oral proficiency,es pecially for students who had a poor performance in speaking before.

Task-based Language Teaching:an Overview

Over the past 30 years,empirical research into task-based language learning has been prompted by proposals for taskbased language teaching(TBLT).Early and more recent proposals for how task-based learning can stimulate acquisition processes are reviewed in this article.Limitations and problems of TBLT are also discussed.

Research and Practice of Visual Image in Task-Based Foreign Language Teaching

Task-based language teaching(TBLT)emphasizes the relevance of classroom tasks to real-life scenarios,while focusing on the learner’s personal life experiences as an important resource for classroom learning.This article is a teaching experiment based on task-based teaching method,which requires learners to complete a picture story about their daily life.The pictures are taken in real life scenes.Teachers plan to combine different task phases with visual images to closely link the tasks to the learner’s personal life and enhance the authenticity of the task.After the task is completed,the teacher understands the learner’s attitude and evaluation of the whole task through questionnaires,and analyzes the feasibility of the visual image applied to the foreign language classroom,the problems worthy of reflection,and suggestions for improvement.

A Study of Localization of Task-Based Language Teaching in China

In view of a series of challenges since Task-Based Language Teaching(TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

Exploration and Practice on Task-Based Language Teaching Theory in College English Teaching

This article is based on task-based language teaching(TBLT)theory and attempts to explore how to better transfer knowledge and effectively arouse college students’interest in language learning and strengthen their confidence in college English classroom context.Task-based language teaching must be considered and applied in syllabus designing,selection,sequencing of pedagogic tasks,and provision of real-language environment during the learning process.Through the analysis of applying the task-based approaches,it can be found that students’comprehensive ability of English is greatly improved.

Theoretical Analysis of Task-Based Language Teaching Pedagogy

Since the implementation of English class XinCheng, English teachers actively studying task-based language teaching approach, try to use task-based language teaching in the classroom teaching. This article will combine the implementation of task-based language teaching, and discussed the application of the task-based language teaching in English teaching.

The Application of Task-based Language Teaching in College EFL Reading Class

To enhance the reading ability is one of the aims of the college English teaching and learning in China. The purpose of this paper is to demonstrate how strategies can be applied in college English reading class using a task-based method rather than other traditional approaches.

The Integration of Task-based Language Teaching and Information and Communication Technology into English Language Teaching in China

The purpose of this article is to explore how important that task-based language teaching(TBLT)interacts with Infor mation and Communication Technology(ICT)into English language teaching(ELT)in China.Many researchers have already studied that ICT and TBLT innovate the traditional teaching methods and improve our teaching or learning.However,they sepa rated TBLT from ICT instead of integrating these two ways into ELT.Few researches studied on how importance task-based in teracts with integration ICT into ELT in China.Under this circumstance,this article reviews the literature related to the present situation,which includes the brief introduction in English language teaching problems,the general concepts of ICT in ELT,taskbased teaching methodology in ELT,some studies on task-based interacting with integration ICT into ELT,discussion and con clusion.

Task-based Language Teaching： Merits and Issues

With growing tendency and widespread application, TBLT has attracted considerable attention from educator teachers,theorists and researchers. The paper commences by offering some influential definitions of‘task', varying classifications of differ-ent types of task, and criteria for judging a task. Then, compared with teaching approaches before the emergence of CLT, TBLT isnew and has many distinct merits. Meanwhile, since it is a newly-established approach, some problems and difficulties in comple-menting TBLT are inevitable. A number of genuine issues raised in Asian language teaching classrooms are examined.

The Application of Task-Based Language Teaching to ＂Longman English Interactive＂

Interactive courses are becoming more and more popular today. LEI （Longman English Interactive） is one of them Recently, many teachers in China's Mainland learn to adopt TBLT （task-based language teaching） in these interactive courses including LEI. However, some of them feel confused about how to apply TBLT more effectively in their classes since they may not understand clearly why TBLT is such a ＂matching＂ teaching method for this type of classes. To illustrate this issue, this paper sets LEI as an example. It firstly analyzes the syllabus design of LEI based on the theories of communicative teaching approach, then discusses about why the renowned TBLT is a suitable method to organize the class, and finally exemplifies how TBLT can be fully applied to the course in real classrooms. The objective of this paper is to inspire English teachers to have a better application of TBLT in interactive classes alike.