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

ConclusionConclusion

Teacher implementation

Top

Down

TBA

No school effort

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