Task-based language teaching in a study abroad context: a longitudinal study of complexity, accuracy and fluency development in Chinese as a second language

The submission of new items to CORA is currently unavailable due to a repository upgrade. For further information, please contact cora@ucc.ie. Thank you for your understanding.

Show simple item record

dc.contributor.advisor Howard, Martin en
dc.contributor.author Chen, Junming
dc.date.accessioned 2022-01-27T16:42:03Z
dc.date.available 2022-01-27T16:42:03Z
dc.date.issued 2021-12
dc.date.submitted 2021-12
dc.identifier.citation Chen, J. 2021. Task-based language teaching in a study abroad context: a longitudinal study of complexity, accuracy and fluency development in Chinese as a second language. PhD Thesis, University College Cork. en
dc.identifier.endpage 235 en
dc.identifier.uri http://hdl.handle.net/10468/12498
dc.description.abstract This study explores the impact of task-based language teaching (TBLT) on Chinese oral development in terms of complexity, accuracy, and fluency among Chinese-as-a-second-language (CSL) learners during Study Abroad (SA) in China. Specifically, the study seeks to determine whether TBLT has a positive effect on the development of oral Chinese and its relative effect compared to traditional classroom learning in the context of SA in China. It also investigates the role of proficiency in the case of TBLT in SA. The study seeks to determine how complexity, accuracy and fluency (CAF) constructs and subconstructs among CSL learners in two instructions (a TBLT and a traditional approach) are affected at different proficiency levels in the context of SA. To answer such questions, 36 CSL learners at two proficiency levels (intermediate and pre-advanced) were recruited and assigned to two instruction types over the course of 14 weeks: a TBLT and a traditional approach. Learners' oral production was elicited at two periods of the study (pre-test/T1 and post-test/T2) and transcribed manually. The data were coded for the CAF measures to evaluate the development of oral Chinese in the study, covering fluency (speech rate), accuracy (errors per word), syntactic complexity (mean length of run per AS-unit) and lexical complexity (type-token ratio, Guiraud Index, corrected type-token ratio, word token, word type and lexical sophistication). Results generally showed that TBLT had positive effects on oral Chinese acquisition in fluency, accuracy, syntactic complexity, and lexical variety though not in lexical sophistication. Also, TBLT showed better effects than a traditional approach in promoting fluency, syntactic complexity, and lexical variety but without robust evidence in the case of accuracy and lexical sophistication. These findings provide evidence for the beneficial effect and the superiority of TBLT on Chinese oral development, confirming the efficacy of task-based instruction in the context of SA and calling for attention to formal instruction in SA. They also indicated that the effect of TBLT on Chinese oral development varied in terms of different CAF constructs or subconstructs, suggesting that TBLT is not a "one size fits all" approach for L2 teaching and learning. Additionally, results showed that proficiency level had an impact on Chinese oral development in terms of the CAF constructs or subconstructs in both TBLT instruction and a traditional approach. For the role of proficiency in TBLT, high proficiency learners had an advantage in fluency and lexical variety. However, low proficiency learners showed an advantage in syntactic complexity, and learners at both proficiency levels showed a similar effect in the development of accuracy and lexical sophistication. For the role of proficiency in SA more generally among all the learner-participants, high proficiency learners had better development on fluency and lexical variety while learners at both proficiency levels showed a similar development in accuracy, syntactic complexity, and lexical sophistication. The findings of the current study have implications for TBLT studies in CSL and SA and pedagogical implications for educators and teachers in future practice. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2021, Junming Chen. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject TBLT en
dc.subject Chinese oral development en
dc.subject CAF en
dc.subject Proficiency level en
dc.title Task-based language teaching in a study abroad context: a longitudinal study of complexity, accuracy and fluency development in Chinese as a second language en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD - Doctor of Philosophy en
dc.internal.availability Full text not available en
dc.description.version Accepted Version en
dc.description.status Not peer reviewed en
dc.internal.school Asian Studies en
dc.internal.conferring Spring 2022 en
dc.availability.bitstream controlled
dc.check.date 2027-05-30


Files in this item

This item appears in the following Collection(s)

Show simple item record

© 2021, Junming Chen. Except where otherwise noted, this item's license is described as © 2021, Junming Chen.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement