Title

Boba Tea Task

In this task the learner does...

In this task, the student learns how to prepare boba tea to order and creates their own unique tea recipe.

General Topic

Study abroad, cultural exchange, culinary arts

Communicative Goal

The communicative goal of this task is two-fold: (1) correctly prepare tea according to a recipe and (2) create an original recipe.

Non-linguistic Outcome

The non-linguistic outcome of the task is a correctly prepared tea and a novel, delicious recipe.

Real-world Language Use

The task prepares learners to engage in the sorts of cultural exchange activities that they may experience while studying abroad.

Task Structure

The structure of the task follows a pre-, during and post-cycle.

Task Goals

To describe an object, person or place

To create a design or plan

To make a decision or choice

To reach an agreement

To request information

To express an opinion

Language Skills Practiced

Speaking/Pronunciation

Listening

Reading

Target Languages

Chinese

Abilities Fostered

Linguistic competence (ability to communicate with grammatical accuracy)

Sociolinguistic competence (ability to communicate in ways that are socially appropriate given the context)

Cognitive Skills

Checking

Designing

Implementing or executing

Inventing

Mode of Communication

Face-to-face (in person)

Type of Participation

Small group work

Whole class

Focused or Unfocused

Focused task (specific language focus)

Focus Type

Grammar

Vocabulary

Language Features

The specific language that would likely emerge in this task cycle include produce-related vocabulary words, size and quantity-related vocabulary words, and sequential/ordering language.

Input/Output

Input providing

Output prompting

Kind of Input

Original/educational (input created by teachers for L2 students)

Output Type

Accuracy

Type of Input

Aural (listening) input

Pictorial input

Written input

Type of Output

Oral output

Concrete output

Type of Task

Creative

Instructions-giving

List/directive creation

Presentation

Task Features/Conditions

Here-and-now

Planning time

Numerous elements - There were over 15 different fruits and tea ingredients to choose from.

Number of steps - 7

Reasoning demands

Inter-dependent steps

No prior knowledge required/assumed

One-way information flow (monologic)

Different partcipant status/knowledge required/assumed

Outcome

Closed solution

Convergent outcome

Appropriate Learners

13-18 years

18-22 years

22-40 years

Proficiency Framework

Yes - American Council on the Teaching of Foreign Languages (ACTFL)

Proficiency Levels

ACTFL: Intermediate mid

ACTFL: Intermediate low

ACTFL: Novice high

Learner Individual Differences

Literate learners

Lower anxiety

High anxiety

Lower willingness to communicate

High willingness to communicate

Introverted learners

Extroverted learners

Heritage language speakers

Foreign language learners

Second/additional language learners

Context

School setting -

Research setting -

Face-to-face setting

Second/additional language context

Foreign language context

Used in Research?

Yes

Has assessment?

No

Citation

There are not yet any publications associated with this task. Visit [email protected] for updates.

Available on IRIS?

No

Part of a series?

Yes (please provide details) The other tasks of the series are not yet submitted to the TBLT Task Bank.

Uploader Name

Caitlyn Pineault

Uploader Email

[email protected]

Uploader Affiliation

Georgetown-STARTALK TBLT-C Program

Uploader Identity

Administrator - Program administrator for the GU-STARTALK-TBLT-C program, an intensive Chinese language program for college students

Uploader Relationship

I created this task collaboratively - Qiaona Yu (Wake Forest), Caitlyn Pineault (Georgetown University), Lara Bryfonski (Georgetown University), Meg Montee (Georgetown University)

Creative Commons

Agreed

Citation

DOI (Direct link to this page)