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.
About the authors
Yumei Zhang is PhD candidate (applied linguistics) in the English Department at Beijing Normal University. Her research efforts have focused on task-based language learning and language assessment.
Shaoqian Luo is Professor of English (applied linguistics) at Beijing Normal University. Her research efforts have focused on second language acquisition, task-based language teaching, teacher education and Chinese as a second language teaching and learning.
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Appendix A
The Likert-scale items of teachers’ pedagogic beliefs and practices (originally in Chinese)
| Believe it is beneficial | Statements | Practice as it states |
|---|---|---|
| (0)(1)(2)(3)(4)(5) | 1. Language is a set of grammar roles and students can acquire a language by memorizing the forms | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 2. Language classroom teaching should focus primarily on meaning | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 3. Teachers should correct all students' errors and have students do exercise to consolidate the target language | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 4. Teacher-centered; teachers should explain the forms in great detail | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 5. Some learners' errors can be neglected if meaning is conveyed well | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 6. Assessment focuses mainly on students' mastery of language points | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 7. Classroom teaching should create real-life contexts and activities | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 8. Assessment should emphasize learners' communicative abilities | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 9. Classroom practice follows the presentation-practice-production model | (0)(1)(2)(3)(4)(5) |
| (0)(1)(2)(3)(4)(5) | 10. Students-oriented; they complete tasks individually or in groups | (0)(1)(2)(3)(4)(5) |
Appendix B
The guideline for the semi-structured interviews (originally in Chinese)
What kind of philosophy guides you when you teach or when you plan the lessons?
You have mentioned about your interest in TBLT (in different occasions), so in what ways do you think it is influencing your daily teaching practice?
You have emphasized on student-centeredness (or other aspects) in the questionnaire. Are there any difficulties in doing that? If yes, what are the possible reasons?
© 2018 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
