An Action Plan for the "Performative Output" Phenomenon in Primary School English Based on Sociocultural Theory and Task-Based Language Teaching

Zhiying Zhang

doi:10.70088/eepmjm67

Authors

Zhiying Zhang School of Foreign Languages and Cultures, Xizang University, Lhasa, China Author

DOI:

https://doi.org/10.70088/eepmjm67

Keywords:

primary school students, performative output, Sociocultural Theory, Task-Based Language Teaching

Abstract

This study addresses the long-standing challenge of "performative output" prevalent in Chinese primary school students' English learning. This research proposes an action plan framework integrating Sociocultural Theory (SCT) and Task-Based Language Teaching (TBLT), shifting the teaching focus from isolated script imitation to scaffolded collaborative tasks within thematic units, and emphasizing the core value of language as a tool for real communication. Key implementation strategies include redefining the roles of various stakeholders, constructing teaching activities, and establishing an assessment system focused on communicative performance and strategic development. The plan aims to promote students' in-depth cognitive processing of language, enhance learning engagement, and ultimately achieve the transformation from "performative output" to "authentic communication" through principled and context-adaptive teaching adjustments.

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