A close examination of Task-based language teaching in the Chinese context.ppt

A close examination of Task-based language teaching in the Chinese context 评述任务型教学法在中国的运用 中国外语教育中心 文秋芳 Email: Wenqiufang@teach.bfsu.edu.cn Topics to be addressed today General Views about Task-based language teaching (TBLT) in China 中国英语教学界对任务型教学法的普遍看法 My personal view and explanations 我个人的看法及理由 Suggestions about the adaptation of TBLT in the Chinese context 对任务型教学法在中国运用的建议 General views about TBLT in China Innovative, effective TBLT recommended as an effective teaching approach for primary and secondary schools in “English Course Guidelines” issued by Ministry of Education in 2001 General views about TBLT in China Yue Shouguo, 2002, An introduction to task-based language teaching Approach, Foreign Language Teaching and Research, 5: 364-367. (任务语言教学法: 概要、理据及运用） Huang, Yuanzheng, 2003, Teaching and learning the new English course, Fuzhou: Fujian Education Press. (新课程英语教和学） Question Is Task-based language teaching importable to China? Sampson (1985) No teaching method can be value-free and hence no teaching method can be universally applicable. Exporting language teaching methods from Canada to China in Foreign Language Teaching and Research, 1: 44-51. My personal views Innovative but not necessarily effective in China particularly for primary and secondary school students Adaptable for bettering ELT in China but not importable without any modifications Why innovative? Task-based language teaching (What) Treat tasks as teaching units and design a whole course around the tasks (Ellis, 2003) Prabhu’s view (cited by Ellis, 2003) It was necessary to abandon the pre-selection of linguistic terms in any form and instead specify the content of teaching in terms of holistic units of communication, i.e. tasks. In this way, he claimed, it would be possible to teach ‘through communication’ rather than ‘for communication’. What is a task? Skehan (1996) A task is ‘an activity in which: meaning is primary; there is some sort of relationship to the