The Application Effect of Task-Based Language Teaching in Japanese Oral Teaching — A Case Study of College Japanese Majors
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Abstract
This study systematically explores the application effect of Task-Based Language Teaching in Japanese oral teaching, aiming to solve the problem of disconnection between language learning and practical communication. Using literature research to summarize core theories, and combining questionnaire surveys and classroom observations to analyze current teaching conditions, the study designs a TBLT-based teaching plan suitable for college Japanese oral instruction. A 16-week empirical study is conducted among Japanese majors at a university. The results show that TBLT significantly improves students’ oral accuracy, fluency, and communicative effectiveness, with increases of 15.8 points, 18.6 points, and 19.2 points, respectively. It also effectively stimulates students’ learning interest and willingness to speak. The research indicates that TBLT is highly consistent with the objectives of Japanese oral teaching, and that its effective implementation depends on scientific task design, standardized teaching procedures, and a diversified evaluation system. This study provides an operable reform plan for college Japanese oral teaching and offers theoretical and practical reference for localized TBLT application in small-language education.
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