Implementing Task-based Learning For Cross-cultural Communication In International Chinese Classrooms

Area of Science:

• Second Language Acquisition
• Applied Linguistics
• Cross-Cultural Communication

Background:

• International Chinese programs demand pragmatic competence alongside linguistic accuracy.
• Effective pedagogical methods for developing cross-cultural communication skills are needed.

Purpose of the Study:

• To present a pilot classroom protocol for comparing task-based learning (TBL) and Presentation-Practice-Production (PPP) in university-level Chinese language courses.
• To enhance methodological transparency in second language acquisition research.

Main Methods:

• A reproducible protocol involving matched content, locked materials, masked rating, and automated data extraction was developed.
• Intact classes were assigned to TBL or PPP conditions, with data collected at baseline, post-test, and follow-up.
• Outcome measures included oral tasks, questionnaires (intercultural sensitivity, speaking anxiety), and speech fluency-accuracy-complexity indices.

Main Results:

• The protocol successfully generated analyzable data across all measures and assessment points.
• Descriptive pilot data indicated greater improvements in pragmatic appropriateness, intercultural sensitivity, and speech rate for the TBL group.
• The TBL group also reported reduced foreign language speaking anxiety.

Conclusions:

• The developed protocol offers a feasible and reproducible framework for future comparative studies in Chinese language education.
• While preliminary, findings suggest potential advantages of TBL for developing pragmatic competence and intercultural sensitivity.
• Further research with larger, multi-site samples is warranted to confirm comparative effectiveness.