Commentary on the Achievement of TBLT in China

馬丹戎

【Abstract】Domestic and foreign language teaching and research increasingly concern task-based language Teaching （TBLT）. This paper analyzes the research achievements of TBLT in our country， summarizes the relevant research findings to clarify the advantages and difficulties of task-based teaching method in the practice of foreign language teaching in China.

【Key words】task-based language teaching； teaching model； commentary

Ⅰ. The Start Point of TBLT Research in China

The research on TBLT starts from the introduction and reference of the related theory abroad， and then with the combination of the practice of teaching in our country， we made some theoretical research achievements. In 1998， Xia Jimei and Kong Xianhui （Zhongshan University） Published Theoretical Basis of Problem Teaching and TBLT and Model Comparison， which marks the research on TBLT being on the track. TBLT aims at making language teaching actualized and socialized which can be interpreted into “learning by doing”.

Ⅱ. Achievements of TBLT in China in Recent Years

1. Theoretical Research

Wu Xudong put forward the principles of language difficulty level determination in journal Modern Foreign Language in allusion to the core concepts of the TBLT. He argues that it is necessary to integrate the purpose of task implement to discuss its complexity. Yue Shouguo argues TBLT concentrates on improvement of listening and speaking. The oral communication is the foundation of language acquiring， for this method stresses improvement of listening and speaking， absorbing and comprehends the other strengths of popular teaching methodologies. Fang Wenli analyzes the problems existing in implement of TBLT， he suggests teachers should design tasks in different difficulty to meet the need of beginners and advanced students. Luo Shaoqian talks the design of tasks in English teaching. She says a good task designer possesses concrete visualization capacity， which means he could imagine the situation of task process， anticipating the language that students use and what was in their mind for that moment.

2. On Integration of Theories and Teaching

He Lianzhen &Wangmin analyze the influence of tasks complexity， difficulty and language competence. They found that task complexity does exert considerable influences on accuracy and accuracy is in reverse relationship with task complexity， with more compels tasks results in lower accuracy. Feng Yufang &Tang Xiaoyan discuss how to carry out TBLT in English teaching， but the thesis does not give concrete description on how to carry apply the method in detail.

Ⅲ. Advantages and Difficulties of TBLT in China

1. Advantages

1） Better Teaching Results. Teachers and researchers make attempts on TBLT， designing teaching activities close to real life.

2） Highlight of the dominant role of students. Students in interaction complete tasks through pair work or group work being the master of classroom teaching.

3） Improvement of leaning competence. Students could learn from others strong point to offset ones own weakness， cultivating team spirits and enhancing learning abilities.

2. Difficulties

1） The imperfect of theory on selection and design of tasks

2） The difficulty of implement of TBLT. Firstly， the content of material does not meet the need of real life， which against the design and launch of the tasks. Secondly， teachers are lack of professional training.

3） The period spent on TBLT for one text is more than two times than that through traditional methods.

4） There is no efficient incentive mechanism in TBLT to promote the development of students affective factors.

Ⅳ. Problems Remain to be Discussed in Implement of TBLE in China

1. As an essential link of teaching， test and evaluation have a strong inverse effect. In light of evaluation system， language teachers are forced to face these questions in the process of carrying out TEBT： What should be involved in language applying ability？ How to evaluate these aspects？ How to handle the relations between tests based on TBLT and other evaluation criterions？

2. Less research on analysis before design of tasks and reflection after implement. Requirements helps teachers control the difficulty of tasks， decreasing the cognitive burden from students， enhancing the manipulation of tasks to facilitate the teacher-student communication， mutual understanding.

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