Touted as the future of language teaching, task-based pedagogy is grounded in current Second Language Acquisition (SLA) theories, and is in line with the trend of learner-centeredness in general education. However, the method has yet to be fully embraced by the language teaching community due to the lack of 1) clear delineation of pedagogical procedures, and 2) quality research on implementation and evaluation of task-based programs.
In this study, two different task-based teaching methods, namely, task-based language teaching (TBLT) and task-supported language teaching (TSLT), were implemented in a college-level Chinese class for beginners (n=41) for 14 weeks. The effects of each instructional approach were evaluated and their relative effectiveness compared. The study also contributes to the thorny debate of how grammar is most effectively learned and taught in foreign language classrooms.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/n1na-rn69 |
| Date | January 2023 |
| Creators | Qi, Shaoyan |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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