Considering the Efficacy and Suitability of Task-Based Learning in a Chinese High School English Class

Abstract

Task-Based Language Teaching (TBLT) refers to the use of tasks as the essential component of planning and instruction
in language teaching. In TBLT, language learning becomes a process that provides many communicative opportunities for learners
and primarily focuses on making meaning. Additionally, TBLT is a form of learner-centered teaching approach, in which learners
learn the target language with self-motivated and task-based pair work or group work. Although TBLT have influenced English
languages teaching throughout the world, with a number of Asian countries widely promoting TBLT in their English education
policies, many difficulties have emerged with respect to implementing these methods in practice. In China, the ministry of national
education proposed the new curriculum standard (2001), which clearly required application of task-based language teaching in
to basic language teaching. However, many Chinese scholar argue that it is inadvisable to directly import and use Task-based
language teaching in China, as this should be localized and teaching methods should be chosen flexibly. It is therefore important
to apply these modern teaching methods with an exact and careful consideration of the cultural values and realistic environments.