Article In: Language Teaching for Young Learners: Online-First Articles
A task-supported approach to developing young CSL learners’ communicative competence in Hong Kong
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Abstract
Developing communicative competence in second language (L2) learners is
a central goal in L2 education. Yet, it remains insufficiently addressed in classroom
practice across many Asian contexts, particularly for young Chinese L2 learners (CSL). In
response, this project (1) identified a set of interactional skills and communication
strategies for young learners, (2) developed a task-supported pedagogical model, and (3)
designed classroom activities and instructional materials. The model consists of explicit
instruction, task, and task repetition. This model was implemented in a Hong Kong primary
school over eight lessons, involving two participant teachers and 19 young CSL learners
who are from diverse linguistic and cultural backgrounds. The researcher engaged in
bi-weekly reflective discussions with the teachers and interviewed nine student
participants after the intervention. The results showed that teachers had positive
attitudes towards the pedagogy and the tasks. They observed that students were actively
engaged in task performance, were able to provide extended descriptions in Cantonese, and
participated in two-way communication. The students reported enjoying the tasks and
feeling less anxious, indicating overall positive attitudes towards the tasks.
Furthermore, they demonstrated the ability to use communication strategies after the
intervention. Nevertheless, some students suggested that certain tasks lacked
authenticity.
Article outline
- 1.Introduction
- 2.The teaching context
- 2.1Participants
- 2.2Procedure and methods
- 3.The development of a task-supported pedagogical model
- 3.1The information-gap tasks
- 3.2The decision-making tasks
- 3.3Demonstrating and modelling communication strategies
- 4.Results
- 4.1Teachers’ reflections
- 4.2Students’ interviews
- 4.3Examples that illustrate students’ use of communication strategies
- 5.Conclusion
References
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