Task-based language teaching (TBLT) is increasingly becoming known for its distinct edge in developing learners’ functional competence. Although its potential in promoting content learning has yet to be realized and explored, it should be high, given TBLT's primary attention to meaning. To what extent does the potential play out in foreign language teacher education, a domain involving much content learning, is both an intellectually stimulating and practically meaningful question. This article reports on a semester-long study investigating task-based learning in a Chinese language teacher-training program that promotes TBLT. The participants were three Chinese-speaking trainees, who, while being exposed to TBLT, performed ongoing tasks. Data from one task—writing weekly reading journals—were analyzed for both content and language, quantitatively (using robust automated tools) and qualitatively. The results show tangible gains on both counts—understanding TBLT (content) and the ability to articulate it (language). The conceptual and methodological implications of the findings are discussed for future research.

中文翻译：

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任务型教学中的任务型学习：对外汉语教师培训

基于任务的语言教学 (TBLT) 因其在培养学习者功能能力方面的独特优势而越来越为人所知。虽然它在促进内容学习方面的潜力还有待实现和探索，但考虑到 TBLT 对意义的主要关注，它应该很高。在涉及大量学习内容的领域，外语教师教育的潜力在多大程度上发挥出来，既是一个智力刺激又具有实际意义的问题。本文报道了一项为期一个学期的研究，该研究调查了一项促进 TBLT 的汉语教师培训计划中的任务型学习。参与者是三名讲中文的学员，他们在接触 TBLT 的同时执行持续的任务。一项任务的数据——撰写每周阅读日志——在内容和语言方面进行了分析，定量（使用强大的自动化工具）和定性。结果显示在这两个方面都有实实在在的收获——理解 TBLT（内容）和表达它的能力（语言）。讨论了研究结果的概念和方法学意义，以供未来研究。