Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university
Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university
Chapter 1: Introduction 500 words
- main topic: Research teachers’ and students’ perception of task-based language teaching (TBLT): in Chinese university
- Rational
- Research aim and research question:
Q1: What are the views of teachers and students on the application of TBLT in the classroom.
Q2: What are the features and advantages of the TBLT method to promote students’ English skills.
Q3: What are the challenges to implementing TBLT in the classroom.
- Scope
- Methodology
- Structure of the whole dissertation
Chapter 2: Literature review 4000 words
in this chapter more than 35 reference
- The theoretical foundation of TBLT
1.1 Overview of TBLT
1.2 Strengths and weaknesses of TBLT
- The Chinese educational context
- Implementing TBLT in China
Reference in this chapter
Ministry of Education (MOE). 2001.National English Curriculum Standards for Nine-Year Compulsory Education and SeniorHigher School Education. Beijing: People’s Education.
Ministry of Education. 2015.Guidelines on College English Teaching. Beijing: MOE.
Carless, D. 2009. Revisiting the TBLT versus P-P-P debate: voices from Hong Kong. Asian Journal of English LanguageTeaching 19: 49–66. http://web.edu.hku.hk/f/acadstaff/412/2009_Revisiting-the-TBLT-versus%20P-P-P-debate-Voices-from-Hong-Kong.pdf (accessed 18 October, 2015).
Cheng, X.Y. and M. Samuel. 2011. Perceptions and implementation of task-based language teaching among secondaryschool EFL teachers in China. International Journal of Business and Social Science 2, no. 24: 292–302. http://ijbssnet.com/journals/Vol_2_No_24_Special_Issue_December_2011/32.pdf (accessed 25 July, 2015).
Ellis, R. (2014) Taking the critics to task: A case for task-based teaching. Conference. Retrieved from https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod.pdf
Skehan, P. (1996). A framework for the implementation of task-based Instruction. Applied Linguistics, 17(1), 38-62.
Le Gal, D. & I-Chou, P. (2015). Resistant or favourable? Chinese learners’ beliefs towards task-based language learning and teaching. Ikala: Revista De Lenguaje Y Cultura, 20(1), 95-110.doi: 10.17533/udea.ikala.v20n1a06
Kim, Y., Jung, Y. and Tracy-Ventura, N. (2017) Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51: 632–660.doi:10.1002/tesq.381
Ruso, N. (2007). The Influence of task-based learning on EFL classrooms. Asian EFL Journal (18). Retrieved from https://www.asian-efl-journal.com/1855/teaching-articles/2007/02/theinfluence-of-task-based-learning-on-efl-classrooms/#squelch-taas-tab-content-0-3
Vieira, F. (2017). Task-based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51(3), 693-715.
Sheen, R. (2003). Focus on form – a myth in the making? ELT Journal, 57(3), 225-233. Retrieved from: https://doi.org/10.1093/elt/57.3.225
Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 28(1), 127-51.
Ellis, R. (2015). The importance of focus on form in communicative language teaching. Eurasian Journal of Applied Linguistics, 1(2), 1-12. Retrieved from https://espace.curtin.edu.au/bitstream/handle/20.500.11937/58878/257453.pdf?sequence=2
Ellis, R. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, (3), 221–246. doi:10.1111/j.1473-4192.2009. 00231.x
Chapter 3: Methodology 3500 words
3.1 research approach and question
3.2 participants
3.3 data collection and analysis
3.4 ethnic
online self-administered questionnaire
Questionnaire for students: more than 15 questions
Questionnaire for teachers: more than 15 questions
online semi-structured interviews.
Interview for students: more than 15 questions
Interview for teachers: more than 15 questions
Participants: 40 university students and 5 English teachers who are using the TBLT method at a Chinese university. 40 students will be randomly selected according to their student card numbers. 5 teachers will be randomly selected by lottery.
Data collection: online self-administered questionnaire, and online semi-structured interviews. Each participant completes a questionnaire, and 5 students and 2 teachers are randomly selected among the participants for semi-structured interviews
Data Analysis: For quantitative data, each respondent’s answers will be categorised, and percentages calculated and presented in a pie chart. For qualitative data, it will be analysed using thematic coding.
Chapter 4: Results and Discussion 3500words
4.1 Introduction
4.2 Q1
4.3 Q2
4.4 Q3
4.5 conclusion
Chapter 5: Conclusion 700 words
5.1 conclusion
5.2 limitation
5.3 implication
