• Login
  • Register
  • Search

An Empirical Study of Chinese Pre-service Teachers’ Perceptions of the use of Authentic Tasks in the EFL Classroom in China

Haohao Zhang

Abstract


Authentic tasks present the real-life activities in the classroom, and provide students with opportunities for real-life communication. This research aims to investigate the perceptions of Chinese pre-service teachers on the implementation of authentic tasks in ELT classroom in China, and to investigate the influence of their previous experience as students on their perceptions.

Keywords


Authentic tasks; English language teaching; Pre-service teachers

Full Text:

PDF

Included Database


References


[1] Cheng, X., & Samuel, M. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 24(2), 292-302.

[2] Debreli, E. (2012). Change in Beliefs of Pre-service Teachers about Teaching and Learning English as a Foreign Language Throughout an Undergraduate Pre-service Teacher Training Program. Procedia - Social and Behavioral Sciences, 46(C), 367-373.

[3] Deng, C., & Carless, D. (2009). The Communicativeness of Activities in a Task-based Innovation in Guangdong, China. Asian Journal of English Language Teaching, 19, 113-134.

[4] He, C., & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, 22(3), 291-302.

[5] Herrington, J., Oliver, R., & Reeves, T. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71.

[6] Liu, Y., Mishan, F., & Chambers, A. (2018). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. Language Learning Journal, 1-16.

[7] Nunan, D. (2004). Task-based language teaching. Cambridge: CUP.

[8] Ortiz, S., & Cuéllar, M. (2018). Authentic Tasks to Foster Oral Production among English as a Foreign Language Learners. HOW, 25(1), 51-68.

[9] Pohan, E., Candra, M., & Suhardi, S. (2019). Exploring EFL Teachers’ Perception of Pedagogical Task. Advances in Social Science, Education and Humanities Research, 295, 192-196.

[10] Tang, Y. F. (1998). The impact of personal history on student teachers’ learning to teach.




DOI: http://dx.doi.org/10.18686/ahe.v7i6.7742

Refbacks
Copyright © 2020 Universe Scientific Publishing. All rights reserved.