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Article: The communicativeness of activities in a task-based innovation in Guangdong China

TitleThe communicativeness of activities in a task-based innovation in Guangdong China
Authors
KeywordsLinguistics education
Teaching methods and curriculum
Issue Date2009
PublisherChinese University Press.
Citation
Asian Journal of English Language Teaching, 2009, v. 19, p. 113-134 How to Cite?
AbstractThis paper analyses the extent of communicative activities in a Year Four primary school class in Guangdong, where a national task-based innovation has been mandated. The framework guiding the study uses a continuum of communicativeness of activities, developed by Littlewood. The research methods comprised 12 classroom observations and 17 interviews. The findings indicate that most of the activities were on the left hand side of Littlewood’s (2004) continuum, in other words, were mainly focus on forms, rather than focus on meaning. There was not much evidence of teaching congruent with principles of task-based teaching due to constraints such as traditional examinations and limited teacher understanding of how to carry out communicative activities. Implications for Littlewood’s communicative continuum and contextually appropriate teaching approaches are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/123926
ISSN

 

DC FieldValueLanguage
dc.contributor.authorDeng, C-
dc.contributor.authorCarless, D-
dc.date.accessioned2010-10-08T03:15:41Z-
dc.date.available2010-10-08T03:15:41Z-
dc.date.issued2009-
dc.identifier.citationAsian Journal of English Language Teaching, 2009, v. 19, p. 113-134-
dc.identifier.issn1026-2652-
dc.identifier.urihttp://hdl.handle.net/10722/123926-
dc.description.abstractThis paper analyses the extent of communicative activities in a Year Four primary school class in Guangdong, where a national task-based innovation has been mandated. The framework guiding the study uses a continuum of communicativeness of activities, developed by Littlewood. The research methods comprised 12 classroom observations and 17 interviews. The findings indicate that most of the activities were on the left hand side of Littlewood’s (2004) continuum, in other words, were mainly focus on forms, rather than focus on meaning. There was not much evidence of teaching congruent with principles of task-based teaching due to constraints such as traditional examinations and limited teacher understanding of how to carry out communicative activities. Implications for Littlewood’s communicative continuum and contextually appropriate teaching approaches are discussed.-
dc.languageeng-
dc.publisherChinese University Press.-
dc.relation.ispartofAsian Journal of English Language Teaching-
dc.subjectLinguistics education-
dc.subjectTeaching methods and curriculum-
dc.titleThe communicativeness of activities in a task-based innovation in Guangdong Chinaen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1026-2652&volume=19&spage=113&epage=134&date=2009&atitle=The+communicativeness+of+activities+in+a+task-based+innovation+in+Guangdong+China-
dc.identifier.emailCarless, D: dcarless@hkucc.hku.hk-
dc.identifier.authorityCarless, DR=rp00889en_US
dc.identifier.hkuros173525-
dc.identifier.volume19-
dc.identifier.spage113-
dc.identifier.epage134-

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