Abstract
This chapter covers a series of issues in English as a foreign language education in China by focusing on communicative language teaching and task-based language teaching and assessment. It reports how TBLT has been introduced in China and its role in the National English Curriculum Standards (Ministry of Education 2011); how language ability is perceived in the NECS and to what extent TBLT and task-based assessment are accepted by a test-driven context, classroom teachers and the problems that come along with task-based language teaching and assessment.
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