Dear respondents,
Thank you so much for being willing to answer questions. The main purpose of this questionnaire is to collect your understanding and attitude towards TBLT, and the perceived obstacles when implementing TBLT in China. Your ideas will be appreciated and all personal information will only be used for academic research purposes and kept entirely confidential. This survey will take you about 10 minutes.
Thank you for participation!
| Strongly disagree | Disagree | Neutral | Agree | Strongly agree | |
| A task is similar to an exercise. | |||||
| A task resembles real world activity. | |||||
| A task has a primary focus on meaning. | |||||
| TBLT builds on the teacher-centeredapproach, rather than learner-centered one. | |||||
| TBLT only involves productive tasks, like speaking and writing, rather than receptive types, such as listening and reading. | |||||
| A difference between TBLT and task-supported language teaching is that TBLT does not focus on pre-specified linguistic items. |
| Strongly disagree | Disagree | Neutral | Agree | Strongly agree | |
| I am interested in applying TBLT in my future language teaching classroom in China. | |||||
| TBLT could motivate Chinese learners' interest in learning. | |||||
| TBLT promotes Chinese learners' use of target language in a natural setting. | |||||
| TBLT strikes a good balance between focus on form and communication. | |||||
| TBLT is a 'Western' imposed pedagogy and will not work in Chinese context. | |||||
| In TBLT, Chinese ELT teachers will be faced with classroom management issues. | |||||
| TBLT is likely to produce simplified use of language for Chinese learners. | |||||
| TBLT could cause fossilization because it could be difficult for Chinese teachers to correct students' linguistic errors in speaking. |
| Strongly disagree | Disagree | Neutral | Agree | Strongly agree | |
| Chinese ELT class may be too large to manage. | |||||
| Chinese teachers do not fully understand what task and TBLT are. | |||||
| Chinese teachers may lack confidence in their communicative abilities to implement TBLT in their classrooms. | |||||
| Chinese learners prefer traditional grammar translation method, compared with TBLT from Western settings. | |||||
| The current Chinese exam-oriented education system is inconsistent with TBLT. |
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