Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis

Abstract

Task-based language teaching (TBLT) has received significant global attention due to its foundation in education philosophy and research. Thanks to various meta-analyses, the positive impact of TBLT on language learning is well established. A caveat of this research base, however, is that most studies examining the effects of TBLT have represented students learning English. Despite a dramatic growth of Chinese language learning and teaching, it is unclear whether or how TBLT is being utilized for Chinese language teaching and learning across the field. This article aims to contribute to this gap by reporting on a qualitative research synthesis of TBLT for the teaching of Chinese. Following Chong and Reinders’ (2020. Technology-mediated task-based language teaching: A qualitative research synthesis. Language, Learning and Technology 24. 70–86) grounded theory methodology for qualitative research synthesis, this study reviewed findings from 48 studies on TBLT for the teaching of Chinese in second and foreign language contexts. Thematic analysis identified a positive impact of TBLT for Chinese language teaching and learning, identifying (1) task design factors for the teaching of Chinese in person and via technology; (2) benefits and (3) challenges of using TBLT in the Chinese language classroom; and (4) suggestions for TBLT implementation in Chinese language contexts. We conclude with suggestions for a research agenda moving forward to best inform practice.

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提要

任务型语言教学法(TBLT)因其教育理念和坚实的研究基础受到广泛关注。 尽管已有大量元分析证实其对语言学习的积极影响,但相关研究主要聚焦于英语学习者。 随着全球汉语学习需求的上升, TBLT在汉语教学中的应用仍研究不足。 本文采用Chong和Reinders (2020) 的扎根理论方法, 系统综述了48篇关于TBLT在汉语作为第二语言或外语教学中的研究。 主题分析提炼出四大主题: 任务设计、 教学益处、 面临的挑战与实施建议。 该研究强调TBLT对汉语教学的潜力, 并提出值得研究的方向以推动该领域发展。