The Effects of Task-based Language Teaching and Audio-lingual Teaching Approach in Mandarin Learning Motivation

Shan Baoshun,Mohammad Affiq Bin Kamarul Azlan,Fan Pik Shy,Lin Chia Ying,Chua Hui Wen,Ang Thiah Huat

doi:10.26858/ijole.v5i4.19898

Abstract

This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sarıçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.

Highlights

The trend of economy's globalization appears more and more international communication and cooperation nowadays (Jie Ying et al, 2020) and Mandarin has become an important global language
The result ranged from 8 students (38%) to 11 students (52%); the audio-lingual teaching approach (ALTA) group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation
For the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%)

Summary

Introduction

The trend of economy's globalization appears more and more international communication and cooperation nowadays (Jie Ying et al, 2020) and Mandarin has become an important global language. At the same time, the learners expressed about their fear of mastering the Mandarin language because they felt unable to achieve their desired outcomes, which is the ability to communicate that demotivate their Mandarin learning This is due to the tonal phonetic system of the language that they first need to master as it is a challenging experience for them to master the four tones of Mandarin. The same condition was recorded by Naimah (2005), whereby the learners are unable to communicate effectively in the language they learned (Tan, Ooi & Hairul, 2016) This could be due to many causes such as the interference of their mother tongue and insufficient learning time (Cheun, 2006, as cited in Tan et al, 2016, Liu, 2018), as well as limited opportunities to use the target language daily (Jeon, 2005). It may be helpful for non-native Mandarin learners to be provided with an authentic, pragmatic use of the language for exposure in the classroom (Chua, Lin & Azlan, 2018)

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Conclusion