Factors in the Implementation of Task—based Teaching in China

蘇楠

【Abstract】Drawing on a number of recent research studies， this article highlights four aspects that proved problematic when the task-based approach were implemented. A tentative suggestion for the implementation of task-based approach in China is proposed， which is based to the unique language learning context， the English teachers should adapt and reinterpret the new teaching approach rather than adopting it tenaciously in order to suit the conditions of their own.

【Key words】Factors； Implementation； Task-based Teaching

1. The educational system of China

The national matriculation examination that the students take at the end of their six years secondary schooling is a kind of destiny determination in China （Adamson & Zheng， 2003）. The washback of this high-stake examination effects on teachers pedagogical choices （Adamson & Davison， 2003）. “When teachers started to feel the ideas espoused by reformers were incompatible with reality， many switched back to traditional approaches” （Littlewood， 2006， p. 245）

Carless （2003） points out that because of the importance of preparing students for grammar-based examinations， teachers have to devote considerable time to “teaching test-taking skills or drilling students on multiple choice grammar items” （p. 492）. Therefore， there is little time for the English teachers to carry out the communicative tasks. The detailed bottom-up processing of language which is a weak form of CLT is more emphasized by the English teachers than the strong form of CLT which more focus on the holistic construction of meaning due to the examination system （Carless， 2003）.

Another point which should be highlighted is， in the research of Adamson and Davison （2003）， it is mentioned that the students are positive about the change in the classroom. They feel the new activities less stressful， more interesting and helpful to learning. However， what they concern about most is their scores. Only when they pass the examinations can they be determined as good students and have the opportunities of further studying. So they would rather take the painstakingly traditional way of studying（Adamson & Davison， 2003）.

2. Culture conflicts

According to Hu （2002）， “there are some culturally rooted assumptions of educational practice in Chinese society， which are often taken for granted and underpin Chinese models of teaching and learning.”（p.96）. One assumption is that Chinese students traditionally think learning is a process of accumulating knowledge rather than a practical process of constructing in order to use in the real life （Hu， 2002）. Therefore， it is obvious that the learning strategies the Chinese culture promoted （teacher-centered methodology） arouse conflicts with what the task-based approach supported （learner-centered methodology） （Littlewood， 2007）.

Another aspect should be mentioned is the role of the teachers. The traditional Chinese education emphasis on “maintaining a hierarchical but harmonious relation between teacher and students” （Hu， 2002， p. 98）The deeply rooted understanding of education is inconsistent with what the task-based approach promoted.

3. Low English proficiency

3.1 The teachers

In order to transmit the knowledge correctively and appropriately， teachers should have the profound understanding of the knowledge and effective skills in delivering it （Hu， 2002）. Task-based approach is a totally new concept for the Chinese teachers who have already used the traditional way of teaching for almost their entire teaching careers. The implementation of task-based approach requires a high level of proficiency in the target language and “strong sociolinguistic competence in the target language culture which they lack” （Hu， 2002， p. 99）. As Littlewood （2006） claims that teachers feel stressful of the implementation of task-based approach because they lack confidence to conduct communication activities in English， meanwhile， they feel “their language proficiency is not sufficient to deal with students unforeseen needs” （p.244）. Adams and Newton （2009） shows that teachers will avoid the curricular innovation mainly because they are worried about their language proficiency.

Another aspect which hinders the implementation of task-based approach in China， according to Carless （2003）， is that teachers do not have a clear understanding of what exactly task-based teaching and learning is. “Understandings are defined as the ability to articulate the principles of task-based teaching and an awareness of the implication for classroom practice”（Carless， 2003， p. 489）. Clearly， only when teacher education promotes the model of task-based approach that the teachers have a thorough understanding of what “task” and task-based approach mean， “l(fā)ittle actual use of tasks in classroom can be expected” （Adams & Newton， 2009， p. 11）.

3.2 The students

Lis study （2003） point out that some mainland Chinese teachers in her survey thought that their students low English proficiency as a main barrier to the application of task-based teaching. As Carless （2003） concerns that the students with higher ability of English may be able to achieve a wider range of tasks on different topics. That is to say， these “good” students need less time on pre-task presentation and language items studying and they are capable to complete the tasks more quickly. However， the students with lower English ability may become the barrier to facilitate the time available for task-based teaching （Carless， 2003）. It is unavoidable that there are both “good” and “bad” students in a classroom especially in China where the classroom size is always very big. How teacher can balance the unbalanced students abilities among a large group of students within the limit time become stumbling block of the implementation of task-based approach （Adamson & Zheng， 2003）.

In Adams and Newton study （2009）， it is highlighted that students in the English classroom always try to produce the simplest language. The aim of the students is not to develop and strengthen their linguistic abilities but to avoid mistakes in order to save face （Lee， 2005）. The Chinese students are accustomed to traditional language learning methods （Hu， 2002）. They may find it difficult to use English in the classroom when fluency is promoted over accuracy （Adams and Newton， 2009）. The task-based approach， therefore， is hardly implemented.

4. Classroom management

In Adamson and Davison （2003） research it is mentioned that task-based leaning may cause a lot of noise which will definitely hinder the classroom management and take a long time to organize the classroom. Littlewood （2006） also points out that the traditional “PPP” sequence （presentation， practice， production） not only is a process of delivering knowledge but also a method of controlling the interaction between students in class. Carless （2002） analyzes the reasons why the noise could occur. There are mainly three reasons： first， the task instruction is not clear enough for the students and the argument broke out； second， the task may be too easy or difficult. The students become “off-task” due to finishing too fast， or becoming frustrated by the difficulty； third， the tasks themselves could be noise-provoking. Under such circumstances， what the teacher can do is to try their best to ensure the noise remain within reasonable levels and let the students know “why they are being asked to do something differently， and reassured that the teacher is not simply ‘taking a break， since there is a clear purpose to whatever activity is being attempted” （Carless， 2002， p. 391）.

In China， it is a central issue for the teachers to deal with noise in a large class of children. （Carless， 2004）. “Tensions arise when facilitative teacher roles in task-based teaching conflict with prevailing cultural norm that indicate a more authoritative teacher persona” （Carless， 2004， p. 643）. The task-based teaching is inhabited by noise and disorder （Carless， 2004）， especially when there is a large class size “Large classes tend to accentuate problems of noise and indiscipline” （Carless， 2002， p. 391）. Therefore， the Chinese teacher should skillfully manage group and pair work to make activities well structured and motivating which will absolutely affect the teachers view towards the implementation of task-based approach.

Suggestions and conclusion

The discussion above shows that task-based approach and the Chinese English teaching context are in potential conflict in mainly four aspects. “They embody different， even opposing， philosophies about the nature of teaching and learning” （Hu， 2002）. “There has been much criticism of an unquestioning acceptance of CLT techniques in ELT in this region and of the varying practices of CLT” （Ho & Wang， 2004， p. xxxiv）. In some cases， the English teachers just simply reject or ignore any innovation in pedagogy. Actually， what is more important is that the teachers recast the task-based approach into the terms that suits their own particular teaching context， but not thoroughly understand the meaning of task and task-based approach and unquestioningly accept it.

As Littlewood （2006） points out that “there is now widespread acceptance that no single method or set of procedures will fit all teachers and learners in all contexts” （p. 248）. Teachers should trust themselves and draw on their experiences to adapt the task-based approach into their own teaching context， but not simply adopt it as “ready-made recipes” （Littlewood， 2006， p. 248）.

References：

[1]Adamson， B. & Davison， C. （2003）. Innovation in English language teaching in Hong Kong primary schools： One step forward， two steps sideways？ Prospect， 18（1）， 27-41.

[2]Adams， R. & Newton， J. （2009）. TBLT in Asia： Constraints and opportunities. Asia Journal of English Language Teaching， 19， 1-17.

[3]Carless， D. R. （2002）. Implementation task-based learning with young learners. ELT Journal， 56（4）， 389-396.