Implementing Task-based Approach in Primary School ELT in Mainland China

1. Implementing Task-based Approach inPrimary 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

2. Background • 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) • 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)

3. Intended curriculum Classroom Implementation Policy-making Syllabus & material designing Students’ learning Teachers’ lesson planning Teaching acts Curriculum framework Syllabus & Materials training Learning acts Teachers’ lesson planning Teaching acts Research Focus (Johnson 1989; Marsh & Wills 2003; Tong et. al. (2000)

4. Defining tasks • A task is an activity with • a communicative purpose • a non-linguistic product; • a cognitiveprocess; • 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)

5. Research 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?

6. Non-use of tasks Form-focused Teacher-centred Uncontextualized Use of tasks Meaning-focused Student-centred Contextualized Weak for TBA Strong form TBA Medium form TBA Forms of TBA Intended curriculum (Skehan 1998; Tong et. al. 2000; Tong 2005)

7. The implementation of TBA Objectives Contents Materials Activities Assessment Grammar teaching Medium of instruction Teacher & student roles Strong-form TBA Weak-form TBA Adapted from Skehan (1996, 1998)

8. Attributes of innovation Teacher’s and students’ factors Teacher’s implementation Micro-context Macro-context Conceptual Framework (Ellis, 2003; Fullan, 1982; Morris, 1996; Rogers & Shoemaker, 1971)

9. Mixed Method Research Design • Quantitative approach • questionnaire (124 teachers) • Qualitative approach • observation (3 teachers) • interviews • document analysis

10. Details of case studies

11. Features of TBA practice

12. Weak for TBA Strong form TBA Medium form TBA Forms of TBA Non-use of tasks Form-focused Teacher-centred Uncontextualized Case of Helen Use of tasks Meaning-focused Student-centred Contextualized Case of Gavin Case of Fanny

13. Implementation of TBA Factors Attributes of TBA Confusing Chinese translation Compatibility Relative advantages Time-consuming design Demand on teachers’ abilities Student factors Macro-contextual factors Preference of memorization-based strategy Capacity of learning English Purpose of going abroad Progressive ideas Limited dissemination Lack of task-based resources No English-speaking environment Lack of support to school projects Teacher factors Micro-contextual factors Interpretation of ELT innovation Limited understanding of TBA Perceptions of students Foci of professional development Work experience Time limit No school effort to adopt TBA Lack of support to ELT innovations Class size Limited periods of teaching

14. TBA No school effort Conclusion Top Teacher implementation Down

15. Contributions • 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

16. Down Top Intended curriculum Implemented curriculum school filter Policy-making Syllabus & material designing school’s decision making Teacher’s lesson planning Students’ learning Curriculum framework Syllabus & materials training curriculum projects learning acts teaching acts School Filter

17. TBA in EFL Contexts • Tends to create noiseand 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)

18. English proficiency ELT abilities Pre-service training In-service training The professional development of primary school English teachers

19. Curriculum 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)

20. Implications for further study • Longitudinal studies with wider choice of samples • Studies as the curriculum innovation moves on • Further studies in other contexts • Involvement of other stakeholders

21. Thank you!