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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Published in:Íkala : revista de lenguaje y cultura Vol. 20; no. 1; pp. 95 - 110
Main Authors: Le Gal, Damien, I-Chou, Pei
Format: Journal Article
Language:English
Published: Medellín Universidad de Antioquía 01.04.2015
Escuela de Idiomas, Universidad de Antioquia
Universidad de Antioquia
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:0123-3432
2145-566X
DOI:10.17533/udea.ikala.v20n1a06