Task-Based vs Task-Supported Language Teaching in a Chinese Class for Beginners

Autor/in	Qi, Shaoyan
Titel	Task-Based vs Task-Supported Language Teaching in a Chinese Class for Beginners
Quelle	(2023), (237 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4266-5
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Second Language Instruction; Task Analysis; Teaching Methods; Student Centered Learning; Chinese; Introductory Courses; Grammar; Instructional Effectiveness; Learning Processes; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; China; Chinesen; Einführungskurs; Grammatik; Unterrichtserfolg; Learning process; Lernprozess; Collegestudent
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01