Implementing Task-based Approach in Primary School ELT in Mainland China PhD candidate: Ellen...
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Implementing Task-based Approach inImplementing Task-based Approach in
Primary School ELT in Mainland China Primary School ELT in Mainland China
PhD candidate: Ellen Yuefeng Zhang
Supervisors: Dr. David Bunton & Dr. Bob Adamson
Faculty of Education, the University of Hong Kong
Adopting TBA in the ELCS in 2001
Limited study of TBA in EFL contexts
1. Some studies on TBA implementation in Hong Kong (Carless 2001; Lee 2002; Davison & Adamson 2003; Tong et. al. 2000; Tong 2005)
2. Few studies on TBA practices in mainland China (Zhang 2002)
BackgroundBackground
The failure of CLT innovation (Anderson, 1993; Burnaby & Sun, 1989; Chen, 1988; Cortazzi & Jin, 1996; Hu, 2002; Hui, 1997; Li, 1984; Liao, 2000; Ng & Tang, 1997; Rao, 1996; Tang & Absalom, 1998; Yu, 1984; Zheng & Adamson, 2003; Zheng, 2005; Zhu, 1992)
(Johnson 1989; Marsh & Wills 2003; Tong et. al. (2000)
Research FocusResearch Focus
Teachers’ lesson planning
Curriculum framework
Policy-making
Syllabus & material designing
Syllabus & Materials training
Classroom Implementation
Teaching acts
Learning acts
Students’ learning
Intended curriculum
Teachers’ lesson planning
Teaching acts
Defining tasksDefining tasks
A task is an activity with
a communicative purpose
a non-linguistic product;
a cognitive process;
authentic use of language; and
a primary focus on meaning.
(Breen 1987; Bygate 2001;Ellis 2003; Long 1985; Nunan 1989; Richards et. al. 1992; Skehan 1998; Willis 1996)
Research QuestionsResearch Questions
How do mainland primary school English teachers
enact TBA in their classroom teaching?
What are the main factors affecting the implementation
of TBA in the ELT in mainland primary schools?
Forms of TBAForms of TBA
Use of tasksMeaning-focusedStudent-centredContextualized
Non-use of tasksForm-focusedTeacher-centredUncontextualized
Weak for TBA Medium form TBA Strong form TBA
(Skehan 1998; Tong et. al. 2000; Tong 2005)
Intended Intended curriculumcurriculum
Weak-form TBA Strong-form TBA
Objectives
Contents
Materials
Activities
Assessment
Grammar teaching
Medium of instruction
Teacher & student roles
Adapted from Skehan (1996, 1998)
The implementation of TBAThe implementation of TBA
Conceptual FrameworkConceptual Framework
(Ellis, 2003; Fullan, 1982; Morris, 1996; Rogers & Shoemaker, 1971)
Macro-context
Micro-context
Teacher’s implementation
Teacher’s and students’ factors
Attributes of innovation
Mixed Method Research DesignMixed Method Research Design
Quantitative approach
questionnaire (124 teachers)
Qualitative approach
observation (3 teachers)
interviews
document analysis
Details of case studiesDetails of case studies
Fanny Gavin Helen
Age 23 29 34
School District -level City -level Province -level
School location District A District B District A
Work experience 1.5 years 7 years 15 years
No. of classes 3 4 1
Class size 49 49 38
No. of lessons/ week 12 16 7
No. of lessons observed 10 10 10
No. of interviews 3 4 3
Duration of study March 2004 May 2004 April 2004
Features of TBA practiceFeatures of TBA practice
Fanny Gavin Helen Aim at teaching / learning linguistic forms Use form-focused materials with a few tasks Use mainly form-focused activities, partly tasks to teach and assess Teacher dominates classroom interaction Speak mainly Chinese Much deductive grammar teaching
Aim at teaching / learning linguistic forms Use form-focused materials with a few tasks Use mainly form-focused activities, partly tasks to teach and assess Teacher dominates classroom interaction Speak Chinese & English Some deductive grammar teaching
Aim at teaching / learning linguistic forms and communication Use form-focused materials with many tasks Use mainly tasks, partly form-focused activities to teach and assess Students dominate classroom interaction Speak mainly English Much inductive grammar teaching
form-focusedteacher-dominated, grammar-based
form-focusedteacher-dominatedtextbook-centred
meaning-focusedstudent-centredreal-life-related
Helen Aim at teaching / learning linguistic forms and communication Use form-focused materials with many tasks Use mainly tasks, partly form-focused activities to teach and assess Students dominate classroom interaction Speak mainly English Much inductive grammar teaching
meaning-focusedstudent-centredreal-life-related
Use of tasksMeaning-focusedStudent-centredContextualized
Non-use of tasksForm-focusedTeacher-centredUncontextualized
Weak for TBA Medium form TBA Strong form TBA
Forms of TBAForms of TBA
Case of Fanny
Case of Gavin
Case of Helen
Factors Factors
Confusing Chinese translation Compatibility Relative advantages Time-consuming design Demand on teachers’ abilities
Progressive ideas Limited dissemination Lack of task-based resources No English-speaking environment Lack of support to school projects
Implementation of TBA
Interpretation of ELT innovation Limited understanding of TBA Perceptions of students Foci of professional development Work experience Time limit
Preference of memorization-based strategy Capacity of learning English Purpose of going abroad
No school effort to adopt TBA Lack of support to ELT innovations Class size Limited periods of teaching
Attributes of TBA
Student factors
Teacher factors
Macro-contextual factors
Micro-contextual factors
ContributionsContributions
Develop top-down curriculum development framework
Enrich data of TBA learning in EFL context
Provide insight of teacher professionalism
Enhance understanding of curriculum innovation in PRC
Curriculum framework
Policy-making
Syllabus & material designing
Syllabus & materials training
school’s decision making
curriculum projects
Teacher’s lesson planning
teaching acts learning acts
Students’ learning
School FilterSchool Filter
sch
ool f
ilte
rIntended curriculum
Implemented curriculum
Top Down
• Tends to create noise and bad discipline (Carless 2000)
• A high demand on teachers and students (Willis 1996)
• Big class sizes (Carless 2001)
• Limited time to use English in class (Ellis 2003)
• A lack of an English-speaking environment (Cheng 2004)
• Cultural appropriateness: Teacher roles (Carless 2000)
TBA in EFL ContextsTBA in EFL Contexts
English proficiency
ELT abilities
Pre-service training
In-service training
The professional development of primary The professional development of primary school English teachersschool English teachers
Curriculum development in PRCCurriculum development in PRC
The process of decentralization (Lai Auyeung 1989)
The complexity of curriculum development
(Adamson & Davison, 2003; Osborn et al., 2000; Tong et al., 2000; Tong 2005)
Curriculum implementation is a contextualized process (Arkoudis 2001)
The central role of teachers in curriculum innovation (Stenhous 1975; Fullan 2001; Kelly 2004; Osborn et. al. 2000; Tong 2005 )
Curriculum change involved both classroom changes and teacher professional development (Hargreaves 2001: Tong 2005)
• Longitudinal studies with wider choice of samples
• Studies as the curriculum innovation moves on
• Further studies in other contexts
• Involvement of other stakeholders
Implications for further study Implications for further study