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Experimental and Action Studies of Task-based Instruction: Roles and Effects of Task Nature, Conditions, Process, and Procedures

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Abstract:

Task-based approach, according to Nunan (2005), aims at providing opportunities for learners to explore a foreign language through learning activities which encourage the authentic, practical and functional use of language for meaningful purposes. This instructional approach has been recognized and sporadically adopted by instructors in the field of teaching Chinese as a foreign (CFL). However, task-based instruction (TBI) has rarely been systematically studied in terms of task nature, task types, conditions, and procedures with regard to CFL teaching, nor has it been thoroughly reported about its pedagogical effects in CFL. Our panel proposes to discuss the critical factors in TBI which affect the learner performance and consequently acquisition. Specifically, we will focus on four factors: 1. the nature of tasks such as narrative or argumentative, with or without linguistic device, and macro-structure; 2. task conditions such as one-way or two-way communication, with or without information gap; 3. task process with corrective measures such as recasting; and 4. task design and implementing procedures.

Author's Keywords:

Chinese
Convention
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Association:
Name: American Council on the Teaching of Foreign Languages
URL:
http://www.actfl.org


Citation:
URL: http://citation.allacademic.com/meta/p177243_index.html
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MLA Citation:

Yuan, Fangyuan., Zhang, Yin., Liu, Jennifer., Cui, Songren. and Jin, Hong Gang. "Experimental and Action Studies of Task-based Instruction: Roles and Effects of Task Nature, Conditions, Process, and Procedures" Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, Henry B. Gonzalez Convention Center, San Antonio, TX, Nov 12, 2007 <Not Available>. 2013-12-15 <http://citation.allacademic.com/meta/p177243_index.html>

APA Citation:

Yuan, F. , Zhang, Y. , Liu, J. , Cui, S. and Jin, H. , 2007-11-12 "Experimental and Action Studies of Task-based Instruction: Roles and Effects of Task Nature, Conditions, Process, and Procedures" Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, Henry B. Gonzalez Convention Center, San Antonio, TX <Not Available>. 2013-12-15 from http://citation.allacademic.com/meta/p177243_index.html

Publication Type: Session Presentation
Abstract: Task-based approach, according to Nunan (2005), aims at providing opportunities for learners to explore a foreign language through learning activities which encourage the authentic, practical and functional use of language for meaningful purposes. This instructional approach has been recognized and sporadically adopted by instructors in the field of teaching Chinese as a foreign (CFL). However, task-based instruction (TBI) has rarely been systematically studied in terms of task nature, task types, conditions, and procedures with regard to CFL teaching, nor has it been thoroughly reported about its pedagogical effects in CFL. Our panel proposes to discuss the critical factors in TBI which affect the learner performance and consequently acquisition. Specifically, we will focus on four factors: 1. the nature of tasks such as narrative or argumentative, with or without linguistic device, and macro-structure; 2. task conditions such as one-way or two-way communication, with or without information gap; 3. task process with corrective measures such as recasting; and 4. task design and implementing procedures.

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