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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 54:3 (2019) ► pp.221–256

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Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

 | Iowa State University
Published online: 28 August 2020
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https://doi.org/10.1075/csl.17030.zha
Abstract
This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.
摘要
笔者所作的需求分析和两种口语测试的结果显示，中文作为外语的中级学习者的听说读写能力，特别是口语技巧亟需提高，而任务型教学法可以成为一个很好的选择。现实情况是，任务教学法虽然已被广泛应用于教学中以提高学习者的口语能力，但是，如何将其有效地融入到中文教学具体的课程设计中并克服文献中所指出的任务教学法的局限，仍是一个尚待解决的问题。本文以教育工程理论中的分散设计模型为参照，设计、发展并实施了一套贯穿整个课程、以维基工具为辅助的任务型教学模式，并进一步考察了运用此模式进行的教学课堂中学生的反馈意见。结果表明，学生对此模式都持肯定态度，其原因大致有四：（1）三大核心任务，特别是其中的在课外与操母语者进行有意义交流；（2）课堂报告给他们自由表达自己的个性的机会；（3）以写作为主的核心任务与以口语交流为主的核心任务相辅相成；（4）整个课程中的单元与单元之间具有连贯性。同时，学习者对不同阶段的任务及活动有更细致的反馈。
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.The study
  • 4.Research questions
  • 5.Design of the syllabus
    • 5.1Eight units designed
    • 5.2Sequence of the tasks
    • 5.3Teacher’s role
    • 5.4An example unit
  • 6.Methodology
    • 6.1Participants
    • 6.2Assessments
    • 6.3Data analysis
  • 7.Findings and discussion
    • 7.1Perceptions of pre-task activities
    • 7.2Perception of the core tasks: Interaction with native speakers
    • 7.3Perception of the core tasks: Wiki-essay writing and commenting
    • 7.4Perception of the core tasks: In-class presentation
    • 7.5Perception of the post-tasks: Unit comprehensive exercise and reflection
    • 7.6Perception of the design: Harvest of learning strategies, culture, and friendship/learning environment
    • 7.7The most beneficial and the most and least favorable core tasks
  • 8.Conclusion
  • Note
  • References
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