Resistant or Favorable? Chinese Learners’ Beliefs towards Task-Based Language Learning and Teaching

English as Foreign Language (EFL) in East Asia involves major sociocultural issues. Modern, Western-based methodologies such as Communicative Language Learning (CLL, Communicative Language Teaching , CLT in this paper) and its further development Task-Based Language Learning and Teaching (TBLLT, Ell...

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Vydané v:	Íkala : revista de lenguaje y cultura Ročník 20; číslo 1; s. 95 - 110
Hlavní autori:	Le Gal, Damien, I-Chou, Pei
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Medellín Universidad de Antioquía 01.04.2015 Escuela de Idiomas, Universidad de Antioquia Universidad de Antioquia
Predmet:	Accuracy aprendizaje intercultural Autonomy Beliefs Chinese languages Classroom communication Classrooms Collaborative learning Communicative language teaching cultura china del aprendizaje Cultural factors Cultural heritage Cultural instruction Cultural sensitivity Curricula Education English as a second language instruction English as a second language teaching methods English language enseñanza y aprendizaje basados en tareas Ethnography Foreign languages Grammar Interpersonal communication Language LANGUAGE & LINGUISTICS Language acquisition Language attitudes Learning Memorization Roles Sociocultural factors Student attitudes Student participation Students Studies Teachers Teaching Teaching methods Watkins, D Hong Kong China China Taiwan apprentissage interculturel cultura china del aprendizaje aprendizaje intercultural culture chinoise d'enseignement-apprentissage enseñanza y aprendizaje basados en tareas Chinese culture of learning Task-Based Language Teaching and Learning approche actionnelle Intercultural learning
ISSN:	0123-3432, 2145-566X
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Shrnutí:	English as Foreign Language (EFL) in East Asia involves major sociocultural issues. Modern, Western-based methodologies such as Communicative Language Learning (CLL, Communicative Language Teaching , CLT in this paper) and its further development Task-Based Language Learning and Teaching (TBLLT, Ellis, 2003), feature principles which can conflict with some of the fundamental values of Confucian Heritage Cultures (CHC) education and hinder their adoption in Korea, Taiwan, Japan, Singapore, Hong-Kong and Vietnam. This article introduces a sociocultural, ethnographic perspective on EFL in East Asia which contextualizes language teaching in its broader educational and cultural environment. Teacher-centeredness, book and writing focuses, memorization strategies within a grammar-translation approach are in contradiction with modern language teaching methodologies' focuses on learner-centeredness and teachers' facilitating roles, student participation and interactions, communication competence and learner autonomy. The text advocates for a mean between Western and Eastern learning cultures through a context-based, culturally-sensitive approach and introduces classroom's strategies for the implementation of CLL and TBLLT in China and East Asia.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0123-3432 2145-566X
DOI:	10.17533/udea.ikala.v20n1a06