ABSTRACT

Owing to a lack of awareness of the contextual suitability of task-based language teaching approach, quite a few scholars almost blindly promote the implementation of it, and even advocate comprehensive development of it in Chinese EFL context. Based on an analysis of the suitability of task-based language teaching approach in Chinese EFL context, the present thesis finds that there exist, in the process of the implementation of this approach, such problems as taking tasks as the aim rather than the means, lack of real-world tasks applicable in classrooms and inadequacy in the authenticity of tasks, blindness of sticking to the curriculum and ignoring the specific national conditions. In view of these problems, it proposes that proper attention should be focused on the form, full account of the specific national conditions in China should be taken, and certain principles should be followed for designing tasks, like make sure the language materials is authentic and keep tasks being real and practical.

Key words: task-based language teaching; task; authenticity; foreign language context

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One  INTRODUCTION-１

Chapter Two  LITERATURE REVIEW-３

2.1 The Theoretical Bases of Task-based Language Teaching-３

2.1.1 Linguistic theory-３

2.1.2 Learning theory-４

2.1.3 Teaching theory-４

2. 2 Research on Task-based Language Teaching Abroad-４

2. 3 Research on Task-based Language Teaching in China-５

Chapter Three  PROBLEMS WITH TASK-BASED LANGUAGE TEACHING IN CHINESE FOREIGN LANGUAGE CONTEXT-７

3.1 Suitability of Task-based Language Teaching in China-７

3.1.1 Educational context-７

3.1.2 Teaching situation-８

3.1.3 Suitability of task-based language teaching-８

3.2 Performing Tasks for Task’s Sake-９

3.3 Lack of Authenticity of Tasks-１０

3.4 Binding Task with the Aim of Foreign Language Teaching-１２

Chapter Four  POSSIBLE SOLUTIONS-１４

4.1 Proper Focus on Form-１４

4.2 Principles for Designing Tasks-１５

4.2.1 The authenticity of language materials-１５

4.2.2 Principles of being real and practical-１６

4.3 Concern about the Specific National Conditions-１７

Chapter Five  CONCLUTION-１８

REFERENCES-１９