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The Study on Student Attention from Task-based Language Teaching at the Intermediate Level in Mandarin Chinese
Task-based Language Teaching (TBLT)
teaching Chinese as a second language
The research was carried out in the way of quasi-experimental research methodology at the Mandarin Training Center of National Taiwan Normal University. Six classes were chosen randomly, and later they were divided into two groups in order to examine the status of the students’ attention: teachers in the control groups used the Communicative Language Teaching method and the Formulaic Speech Approach to teach Mandarin Chinese; in the experimental groups Task-based Language Teaching method (TBLT) was used. The research was to figure out solutions that might resolve issues related to student lack of attention as well as coming up with suggestions on how to apply this in the Chinese language classroom. According to the research data, teachers who used the TBLT method in their classes had “cognitive psychological advantages”. Students in the experimental groups got better grades in the attention tests and they had better attendance (in terms of percentage) than the students in the control groups. Additionally, the Asian students in both the control and experimental groups did better on the attention tests than the European and American students. As for the grades of language performance given by the teachers also showed relation with the attention test, which likely means that when students tend to be more attentive in class they will often get higher language performance.
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