The implementation of culture tasks in teaching Chinese to Australian high school beginners

Abstract

This research was mainly focused on the combination of Task-Based Language Teaching (TBLT) and Intercultural Language Teaching (ILT) in the teaching of Mandarin as a second language during the Volunteer-Teacher-Researcher's (VTR) teaching practices in an Australian high school. Based on the literature of TBLT, the researcher found a gap of cultural task in TBLT. To fix the gap, the VTR tried to implement cultural task into TBLT to promote Chinese culture and enhance the interest of students. The research question of this thesis is 'how to use culture tasks to teach beginners Chinese culture and to improve their interest in Chinese learning in Australia?' The thesis demonstrates the process of action research which is the methodology of the research. Data was collected from observation and reflection of the VTR, the feedback from students, and interviews from an experienced teacher and the researchers of TCSL. The data was gathered and analysed to evaluate the culture tasks in terms of benefits to the student's learning and the teacher's Mandarin teaching. In the thesis, some issues related to TBLT are discussed in accordance with the literature, opinion of teachers and the experience of the VTR, in terms of the role of the teacher and the language in teaching. It also discusses the advantages and disadvantages of culture tasks to provide further suggestions and references to the VTR's further teaching and research career, and to other teachers in similar situations. This research aimed to implement culture tasks in school to stimulate students' interest in Mandarin learning. Although it has considerable limitation, the culture task has performed well in the teaching process and received the commendation from students and teachers.

Date of Award	2011
Original language	English