Task - Based Language Teaching in Junior High School Oral English Classrooms: An Analysis of Dilemmas and Countermeasures in Localized Practice - From the Perspective of Teachers

Ling Yang

doi:10.54097/p0svvq74

Authors

Ling Yang

DOI:

https://doi.org/10.54097/p0svvq74

Keywords:

Task-Based Language Teaching (TBLT); junior high school oral English; localization dilemmas; teacher perspectives; instructional strategies.

Abstract

This paper explores the dilemmas faced by junior high school English teachers in implementing Task-Based Language Teaching (TBLT) in oral English classrooms within the Chinese context and proposes context-adapted strategies from a teacher-centered perspective. Through a synthesis of existing literature, the study identifies four core dilemmas: the tension between TBLT’s process orientation and exam-driven instruction, inequitable participation in large classes, teachers’ limited competence in task design and facilitation, and the mismatch between textbook “authentic tasks” and students’ local realities. To address these challenges, the paper puts forward targeted strategies: designing exam-informed yet communicative tasks to align TBLT with formative assessment; adopting sequential role-based tasks to ensure equal participation in large classes; organizing school-based peer workshops to enhance teachers’ task design skills; and developing localized task banks rooted in students’ daily experiences. The study emphasizes that TBLT localization requires teachers to act as curriculum innovators rather than rigid implementers, highlighting the need for a flexible framework responsive to local constraints. These findings contribute to the discourse on TBLT adaptation in EFL contexts and provide practical insights for junior high school English teachers.

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