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The Application of Task-Based Instruction in Chinese EFL Classroom

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• Volume 5,Issue 5, Sept. 2018

Year:

2018

Type of Publication:

Article

Keywords:

Chinese Context, Formal Teaching, Task-Based Instruction, Traditional Teaching

Authors:

• Zhiqin, Zhang

Journal:

IJIRES

Volume:

5

Number:

5

Pages:

543-547

Month:

September

ISSN:

2349-5219

BibTex:

@article{1385, author = "Zhang Zhiqin", abstract = "This paper reviews different definitions of task and comments on Task-Based Instruction(TBI). The author argues that communicatively-oriented TBI shouldn’t dominate Chinese EFL classroom by considering Chinese characteristics of EFL teaching context. The author expounds the importance and necessity of traditional formal teaching in terms of grammar, vocabulary and translation respectively, but also points out its demerits. In the final part, the author describes the TBI as the integration of communicative activities into the teaching of formal features and recommends the ways to apply TBI in the Chinese context", issn = "23495219", journal = "IJIRES", keywords = "Chinese Context, Formal Teaching, Task-Based Instruction, Traditional Teaching", month = "September", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "5", pages = "543-547", title = "{T}he {A}pplication of {T}ask-{B}ased {I}nstruction in {C}hinese {EFL} {C}lassroom", volume = "5", year = "2018", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

This paper reviews different definitions of task and comments on Task-Based Instruction(TBI). The author argues that communicatively-oriented TBI shouldn’t dominate Chinese EFL classroom by considering Chinese characteristics of EFL teaching context. The author expounds the importance and necessity of traditional formal teaching in terms of grammar, vocabulary and translation respectively, but also points out its demerits. In the final part, the author describes the TBI as the integration of communicative activities into the teaching of formal features and recommends the ways to apply TBI in the Chinese context

Full text: IJIRES_1385_FINAL.pdf Online version [Bibtex]