A Syllabus Design of College Integrated English Class in China----On the Integration of Task-based Teaching and Classroom-based Assessment

Cui Zheng


The national College English Curriculum Requirements in China focus on college students’ overall English ability, students’ self-learning ability and teachers’ objective assessment towards students as well. This paper thus designed a syllabus for college Integrated English class based on syllabus design standard by Nunan, task-based language teaching theory by Ellis and the classroom-based assessment theory by Gottlieb and Brown and Abeywickrama. Task-based teaching and classroom-based assessment both emphasize the importance of student-centered and student-involved tasks and the overall assessment of students’ performance. This syllabus thus combined these theories, designed tasks such as in-class quick shares, textbook lecturing, social interviews and reports, written reflections of each textbook article etc. and tries to assess students’ performance through both formative and summative ways such as peer and self assessment through the evaluating rubrics of these tasks, portfolios, and final examinations. The implementation will finally test the effectiveness and efficiency of this syllabus.



College English Curriculum Requirements, syllabus design, task-based teaching, classroom-based assessment

Full Text:



Abeywickrama, P. (2011-2012). Rethinking traditional assessment concepts in classroom-based assessment. The CATESOL Journal, 23(1), 205-214.

Adamson, B. (2004). China’s English: a history of English in Chinese Education. Hong Kong: Hong Kong University Press.

Bachman, L. F., & Palm, A.S. (1996). Language testing in practice: designing and developing useful language tests. Oxford: Oxford University Press.

Bourke, J. M. (2006). Designing a topic-based syllabus for young learners. ELT Journal, 60 (3), 279-286. http://dx.doi.org/10.1093/elt/ccl008

Brown, H. D., & Abeywickrama, P. (2011). Language assessment: principles and classroom practice (2nd ). New York: Longman.

Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19 (4), 419-437. http://dx.doi.org/10.1191/0265532202lt238oa

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Lam, A. (2002). English in education in China: Policy changes and learners’ experiences. World English, 21 (2), 245


Lam, A. (2005). Language education in China: policy and experience from 1949. Hong Kong: Hong Kong University Press.

Mydans, S. (2007, May 14) Across cultures, English is the word. New York Times. Retrieved from http://www.nytimes.com/2007/04/09/world/asia/09iht-englede.1.5198685.html?pagewanted=all&_r=0

Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Robinson, P. (2011). Task-based language learning: A review of issues. Language Learning, 61, 1-36. http://dx.doi.org/10.1111/j.1467-9922.2011.00641.x

Seedhouse, P. (2005). “Task” as research construct. Language Learning, 55, 533-570. http://dx.doi.org/10.1111/j.0023


Shu, D, F. (2010). What to teach and how to teach in the college English class. Foreign Language World, 6, 26-32.

DOI: https://doi.org/10.7575/aiac.ijalel.v.2n.6p.36


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.