Professor of Chinese Hong Gang Jin gave a lecture at Cornell University's Language Resource Center on Tuesday, Oct. 16. Her topic, 'Integrating Task-based Instruction into Foreign Language Curriculum: A Working Model for Syllabus Design," focused on guiding principles and challenges with regard to implementing a task-based curriculum.
In past decades, task-based language teaching (TBLT) has been recognized as a theoretically motivated and coherently articulated pedagogical approach to teaching foreign languages (Doughty and Long, 2003; Nunan, 2004; Willis, 2004).
Jin introduced the 10 methodological principles proposed by Doughty and Long and discussed the relevance between the methodological principles and second language instruction. She also discussed benefits and challenges of integrating these principles into an effective curriculum and a series of classroom procedures. Finally, she presented a sample syllabus model of TBLT to highlight the key issues in implementing a coherent TBLT syllabus. The discussion focused on experiential-based TBLT curricular format, input-rich task design and sequencing and form-focused and meaning-focused instructional techniques.
In past decades, task-based language teaching (TBLT) has been recognized as a theoretically motivated and coherently articulated pedagogical approach to teaching foreign languages (Doughty and Long, 2003; Nunan, 2004; Willis, 2004).
Jin introduced the 10 methodological principles proposed by Doughty and Long and discussed the relevance between the methodological principles and second language instruction. She also discussed benefits and challenges of integrating these principles into an effective curriculum and a series of classroom procedures. Finally, she presented a sample syllabus model of TBLT to highlight the key issues in implementing a coherent TBLT syllabus. The discussion focused on experiential-based TBLT curricular format, input-rich task design and sequencing and form-focused and meaning-focused instructional techniques.
