Implementing task-based language teaching (TBLT) in English classes of Chinese universities: Challenges and strategies

This thesis examines the culturally appropriate pedagogic practices of task-based language teaching in English classes of Chinese universities. These practices assist Chinese students' development in grammar learning, learner autonomy, language learning strategies and willingness to communicate. This thesis proposes that cross-cultural pedagogy developers need to consider both the imported pedagogic rationales and the local context, provides a practical model by integrating sociocultural context, pedagogic rationales and learning aspects to assist students' comprehensive development in learning, and contributes to the research methodology during the conduct of the design-based research.