Applying Task-based Language Teaching in Introductory Level Mandarin Language Classes at The College of The Bahamas
DOI:
https://doi.org/10.15362/ijbs.v22i0.253Keywords:
Task-based Language Teaching (TBLT), Chinese as a Second Language, , Chinese language - Study and teaching - Foreign speakersAbstract
In foreign-language teaching and learning, there exist a number of methodologies and approaches. The idea and principles of Task-based Language Teaching (TBLT) and the task-based framework in language teaching and learning have proven to be effective in classrooms. The three pedagogic goals for task-based approaches—communication, restructuring and fluency—are also the goals of Mandarin learners. This paper explains, using examples, that the Task-based Language Teaching applied in introductory level Mandarin classes at the College of the Bahamas is helpful and that enthusiastic Bahamian learners can improve their Mandarin skills by completing various activities and tasks within the task-based framework. Observations and results obtained through using this strategy have shown that TBLT is effective in classroom Mandarin teaching and learning for Bahamian college students and adult learners, though some issues exist, which warrant further discussion.References
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