Welcome to the InfoSci Platform
Reference Hub3
Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program

Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program

Yao Zhang Hill, Stephen L. Tschudi
Copyright: © 2011 |Volume: 2 |Issue: 1 |Pages: 18
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781613509593|DOI: 10.4018/jvple.2011010102
Cite Article Cite Article

MLA

Hill, Yao Zhang, and Stephen L. Tschudi. "Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program." IJVPLE vol.2, no.1 2011: pp.19-36. http://doi.org/10.4018/jvple.2011010102

APA

Hill, Y. Z. & Tschudi, S. L. (2011). Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program. International Journal of Virtual and Personal Learning Environments (IJVPLE), 2(1), 19-36. http://doi.org/10.4018/jvple.2011010102

Chicago

Hill, Yao Zhang, and Stephen L. Tschudi. "Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program," International Journal of Virtual and Personal Learning Environments (IJVPLE) 2, no.1: 19-36. http://doi.org/10.4018/jvple.2011010102

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the workload manageable and provided an important experimental space for the instructors to best align task-based principles with online language instruction. First, the context of the project and its theoretical TBLT curriculum development framework are established. The distinct processes of needs analysis, materials development, task sequencing and teaching methods, and assessment methods adopted to meet the special requirements of the class are presented, along with a preliminary formative and summative evaluation of the teaching model. The conclusion discusses the theoretical and practical implications of the project.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.