Abstract
Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.
Highlights
Task-based language teaching (TBLT) and language assessment have gained much attention in recent years
The primary purpose of this study is to construct a framework of TBLT approach and an assessment system serving for this methodology based on the researcher’s own teaching practice
The study investigates the effects of TBLT on the development of students’ competence in the perspectives of thinking, doing, cognition and second language acquisition
Summary
Task-based language teaching (TBLT) and language assessment have gained much attention in recent years. In the language teaching literature, a task can be viewed in several ways It is structured, used in real world for communication, and usually with outcomes or specific objectives (Crookes, 1986; Nunan, 1989; Skehan, 1996a; Wills, 1996). TBLA is not an unidirectional formative language testing with single criteria, nor one-way verbal slash written feedback focusing on error-correction provided solely by teachers. It has a growing number of alternatives characterized by playing its role of promoting students learning process, developing learners’ autonomy and self-regulation capacities, as well as enhancing cognitive competencies in sociocultural and SLA perspectives. The results showed that written-plus-spoken peer feedback is a promising combination that helps to enhance students’ motivation and potentially improve their writing ability
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