Applying the “Task-based language teaching” method to Chinese language teaching: Benefits and challenges

Abstract

In recent years, Task-based Language Teaching (TBLT) has garnered significant interest among educators and scholars in the field of language instruction. This study examines the impact of TBLT on novice CFL students in Vietnam. Through participatory observations and semi-structured interviews with 18 individuals from two entry-level Chinese courses, a qualitative assessment reveals that TBLT enhances student engagement, fosters more speaking opportunities, reduces anxiety among learners, and increases their enjoyment of the learning process. Nonetheless, the implementation of TBLT faces hurdles, including inadequate practice in Chinese pronunciation, challenges in accommodating diverse learning strategy preferences among students, and insufficient time allocated for instruction. The study explores potential enhancements to TBLT and offers recommendations. It underscores that TBLT’s effectiveness is contingent upon a range of situational variables, emphasizing the need to account for the unique aspects of the Chinese language in its application.