Task-Based Language Teaching: Responses from Chinese Teachers of English.

Autor/in	Hu, Ran
Titel	Task-Based Language Teaching: Responses from Chinese Teachers of English.
Quelle	In: Teaching English as a second or foreign language, 16 (2013) 4, 21 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 5; Anmerkungen 1; Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Interview; Unterrichtsmitschau; Einstellung (Psy); Lernen; Methodik; Aufgabenorientierung; Fremdsprachenunterricht; Englischunterricht; China
Abstract	The Task-based Language Teaching (TBLT) method has been the proposed teaching method under the current national English curriculum since 2001. However, few studies have investigated in-service teachers' response to this proposed language teaching method. In this study, thirty public school English teachers were recruited in Beijing across school levels. Through participant interviews and class observations, the researcher examined how Chinese teachers of English at different school levels in Beijing respond to TBLT. Results suggest that teachers' responses to the proposed teaching method ranged from negative denial, passive acceptance, to active application of the TBLT in their classrooms and they served as the examiners, technicians, and explorers accordingly. Furthermore, teachers who actively applied the TBLT method into their instruction demonstrated different instructional foci in terms of task selection and task implementation. The study addresses pedagogical implications of TBLT for curriculum development and English instruction in Beijing, China. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2