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: TESL-EJ, 16 (2013) 4, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Teaching Methods; Curriculum Development; Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Examiners; Task Analysis; Asians; Public School Teachers; Interviews; Observation; Teacher Characteristics; Teacher Attitudes; Elementary School Students; Secondary School Students; China (Beijing) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Examiner; Prüfer; Aufgabenanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Sekundarschüler
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. (Contains 1 table, 5 figures, and 1 note.) (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10