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Liping Chen

Southwest Petroleum University, China

 

Wei Dan

Southwest University, China

 

Abstract

Ellis (2024) proposed a modular curriculum model that combines task-based language teaching (TBLT) and task-supported language teaching (TSLT) to address varied learning stages and instructional contexts. TBLT emphasizes developing fluency through incidental learning, while TSLT focuses on improving accuracy through intentional learning. Our response reviews the development of TBLT in China, and discusses the applicability of Ellis’s modular curriculum model to the instructional context in China, where teaching prioritizes exam performance. The core question of the discussion is “Does the model effectively align with the goals and challenges of English education in China? If so, which aspects demonstrate its compatibility? If not, what limitations hinder its practical application?” Specifically, it discusses the balance between fluency and accuracy in language teaching by addressing the core question in three sub-questions: (1) Is TBLT sufficient for fostering accuracy? (2) Is TSLT an effective supplement for developing accuracy? (3) When should TSLT complement TBLT during teaching? While TBLT has significantly enhanced fluency in the instructional context in China, incorporating TSLT at targeted stages is critical for improving accuracy. We conclude with pedagogical and theoretical implications for adapting the modular curriculum to the instructional context, recommending the modular curriculum should be tailored to students’ proficiency levels and instructional objectives.

 

Keywords

Task-Based Language Teaching (TBLT), Task-Supported Language Teaching (TSLT), modular curriculum, the instructional context in China