Abstract:This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the… Show more
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