Applicability Analysis of Task-Based Language Teaching Approach in the Context of College English Education in China

Chen Yang

doi:10.22158/wjer.v4n4p573

Abstract

As a widely-used language teaching approach, Task-Based Language Teaching (TBLT) has become increasingly popular in the field of second language acquisition, which can be applied in a wide range of different ages learners. The practice of TBLT in College English in China seems to be comparatively successful these years. The author starts his essay with a systematic literature review which addresses the theoretical bases of TBLT as well as the background information of College English Education in China. The essay then looks into the different practical situations in different learning contexts in Chinese colleges in terms of four English skills: listening, speaking, reading, writing, and tries to confirm which context is best suited to. Finally, the essay argues that it is difficult to define a specific section TBLT has obviously better effects than the other three in College English education, through comparing the strengths and limitations of application to each skill. In summary, TBLT can be favorably practiced in College English by narrowing down the drawbacks of the application to each skill.

Highlights

Task-Based Language Teaching (TBLT), which is a kind of derivative that is originated from Communicative Language Teaching (CLT) in the 1980s (Willis, 1996), becomes increasingly popular nowadays in terms of the application on language learning especially English as a lingua franca
As a widely-used language teaching approach, Task-Based Language Teaching (TBLT) has become increasingly popular in the field of second language acquisition, which can be applied in a wide range of different ages learners
In TBLT classroom, the use of tasks is the core of instruction in language, and learners are the center of language learning process which motivated them to learn more actively and autonomously

Summary

Introduction

Task-Based Language Teaching (TBLT), which is a kind of derivative that is originated from Communicative Language Teaching (CLT) in the 1980s (Willis, 1996), becomes increasingly popular nowadays in terms of the application on language learning especially English as a lingua franca. “an activity which required learners to arrive at an outcome from given information through some process of thought, at which allowed teachers to control and regulate that process, was regarded as a task (Prabhu, 1987)” In other words, he tends to conclude it towards cognition as well as process. Suggestions and advices on the task design were provided for teachers to implement TBLT: Tasks should have explicit goals and operational procedures; the learners’ life experience and interest should serve as task’s point of departure, and task input should be as authentic as possible; tasks are not solely confined to classroom teaching, but extend as far as to the learning activities and life experience in the real world; and tasks are aimed at promoting the learners’ abilities to acquire, process, transmit information, to communicate in English, and to use English to solve practical problems, etc. Practice of TBLT in College English in China in terms of four language skills will be discussed individually and contrastively

Practice of TBLT in College English in China

Conclusion