Task-based language teaching - (Revised Edition)

Author: Gong Yafu
Publisher:
Publish Date: 2006-07-01
Features: This revised edition has undergone significant updates, expanding content on theoretical foundations, teaching principles, teaching processes, and practical examples of task-based language teaching. It also strives to comprehensively introduce major differing viewpoints to help readers fully understand task-based language teaching. In academia, there have always been differing opinions on introducing foreign educational theories. Some scholars argue that foreign practices do not align with China's realities and even oppose any introduction of foreign theories. In fact, if we read some ancient Chinese academic works, we might find that many tenets of task-based language teaching align almost perfectly with ancient Chinese academic perspectives. The Master said, "Do not enlighten until the student is frustrated and cannot find the answer, nor inspire until the student wants to speak but cannot." This is precisely how task-based language teaching views grammar teaching. For example, Zhu Xi advocated: "When teaching, there should be less lecturing and more practice. You must understand, observe, and cultivate things yourself. You must read the books yourself and explore the principles yourself. I am merely a guide and a witness, only to discuss difficulties together" (Collected Conversations of Zhu Xi, Volume 13). And isn’t the "learning by doing" principle in task-based language teaching also about advocating self-experience? Du Fu’s "Read ten thousand volumes of books, and your pen will flow like the divine" might also be an early about language acquisition. We believe that to create Chinese foreign language education theory, it is necessary to read more original English works, gain a comprehensive and thorough understanding of foreign research achievements, especially in Western language teaching circles, as only then can innovation be possible. At the same time, whether proposing opposing or supportive views, they must be supported by empirical research. When this book is fully revised again, we still feel uneasy, knowing that due to insufficient reading, we may inevitably overlook details or even misinterpret, and we sincerely hope for the readers' guidance.
Lastly, we sincerely thank Director Yu Ming of the Teaching and Research Center of Nanshan District Education Bureau in Shenzhen, Teacher Li Hongyan of Nanshan Foreign Languages School, Teacher Xu Yangjie of Nantou Primary School, Teacher Xia Guming of Hangzhou Foreign Languages School in Zhejiang Province, Teacher Ren Meiqin of Linhai Huipu Middle School, Teacher Qiu Feng of Hangzhou No. 14 Middle School, Teacher Hu Ming of No. 10 Middle School in Suzhou, Jiangsu Province, and Teacher Ji Yongning of Taicang Senior High School in Jiangsu Province. They have successfully applied task-based language teaching in their teaching practices. These successful experiences have strengthened our confidence and motivation in writing this book.
Lastly, we also thank Lu Xiqin and Li Baozhong for providing valuable revisions and reference materials for this book.