Abstract Chinese as a second language (CSL) policy makers and scholars began to introduce task-based language teaching (TBLT) to CSL teaching more than a decade ago. However, policy innovations or theoretical precepts are not necessarily the blueprints of teachers’ classroom practice. It is assumed that teachers are more likely to accept or apply the new approach if the new philosophy is concordant with their existing beliefs. This study attempts to examine the prospect of TBLT application in CSL teaching by exploring the extent to which TBLT philosophy has found its way into CSL teachers’ beliefs. The research also probes into teachers’ practices to explore whether their beliefs in TBLT could be actualized. A questionnaire, classroom observations and interviews have been employed. The results indicate that the Chinese teachers have strong faith in the effectiveness of TBLT, but they doubt its feasibility. Their difficulties and confusion in realizing their beliefs in practice, in turn, lead to their faith in TBLT philosophy having a peripheral status in their belief system. This may imply the bi-directional causal relationships between teachers’ beliefs and practices. The factors revealed make clear the responsibilities or measures to be taken at social-cultural, institutional and internal levels. The findings generate empirical insights into implementations of pedagogical innovations.

中文翻译：

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对外汉语教学中基于任务的语言教学的教师信念与实践

摘要作为第二语言（CSL）的政策制定者和学者，十多年前开始将基于任务的语言教学（TBLT）引入CSL教学中。但是，政策创新或理论规范不一定是教师课堂实践的蓝图。假定如果新的哲学与他们现有的信念相一致，则教师更有可能接受或采用新的方法。本研究试图探讨TBLT在CSL教学中的应用前景，方法是探索TBLT哲学在多大程度上已融入CSL教师的信念。该研究还探讨了教师的做法，以探索他们对TBLT的信念是否可以实现。已经使用了问卷，课堂观察和访谈。结果表明，中文教师对TBLT的有效性抱有坚定的信念，但他们怀疑TBLT的可行性。他们在实现对实践的信念中的困难和困惑反过来导致他们对TBLT哲学的信念在他们的信念体系中处于外围地位。这可能暗示着教师的信念与实践之间的双向因果关系。所揭示的因素清楚地表明了在社会文化，体制和内部层面应采取的责任或采取的措施。这些发现产生了对教学创新实施的实证见解。这可能暗示着教师的信念与实践之间的双向因果关系。所揭示的因素明确说明了在社会文化，体制和内部各级应采取的责任或采取的措施。这些发现产生了对教学创新实施的实证见解。这可能暗示着教师的信念与实践之间的双向因果关系。所揭示的因素明确说明了在社会文化，体制和内部各级应采取的责任或采取的措施。这些发现产生了对教学创新实施的实证见解。