Communicative Language Teaching in a Chinese University Context: Beliefs and Practice
Abstract
This paper reports communicative language teaching (CLT) in a university context in China. It examines the classroom observations of five English language teacher participants to reveal how CLT is applied in their English classes. Two of the five participants, Ms. Lan and Ms. Shan, who claim to be strong supporters of the CLT approach, and who teach the same Comprehensive English Reading Course with the same textbooks, are selected in particular for detailed comparison and analysis in order to show similarities and differences between them in line with the principles of the CLT approach. The findings of this study show that the gap between what the teachers claim to be doing and what they actually do reflects not only their misconceptions about CLT, but also manifests the various challenges confronting them in adopting CLT in their English classes.
本文探讨了交际式教学法在我国一所综合性大学的实际应用现状及教师对此教学法的态度。作者通过课堂观摩收集到第一手资料，研究对象为大学英语专业教师，作者分别对2名担任同类课程的英语专业课教师进行了连续课堂听课，对她们的课堂教学活动安排和实施做了详尽的描述和分析。本文运用交际式教学法的相关理论对这2名教师的教学方法进行剖析和评介。本项研究结果说明，不少教师对交际式教学法存在一定误区，在教学中真正有效实施交际式教学法仍面临着不少挑战。
© 2011 Foreign Language Teaching and Research Press Co. Ltd., Walter de Gruyter GmbH & Co. KG, Berlin/Boston and Cultural and Education Section British Embassy
Articles in the same Issue
- Message from the Guest Editor
- Different Models of English as an International Language and Their Implications for Teaching Non-English Majors
- A Study of How Repeated Reading Affects English Recitation Fluency in College Students
- Using WebQuests to Facilitate Task-based English Reading Instruction for Graduate Students
- Communicative Language Teaching in a Chinese University Context: Beliefs and Practice
- Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study
- Teachers' Stated Beliefs About Focus on Form and Their Classroom Practice: A Comparison
- An Application of Consciousness-Raising Activities When Teaching Vocabulary to English Majors
- Language Transfer and the Acquisition of English Light Verb + Noun Collocations by Chinese Learners
- Chinese Abstracts
Articles in the same Issue
- Message from the Guest Editor
- Different Models of English as an International Language and Their Implications for Teaching Non-English Majors
- A Study of How Repeated Reading Affects English Recitation Fluency in College Students
- Using WebQuests to Facilitate Task-based English Reading Instruction for Graduate Students
- Communicative Language Teaching in a Chinese University Context: Beliefs and Practice
- Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study
- Teachers' Stated Beliefs About Focus on Form and Their Classroom Practice: A Comparison
- An Application of Consciousness-Raising Activities When Teaching Vocabulary to English Majors
- Language Transfer and the Acquisition of English Light Verb + Noun Collocations by Chinese Learners
- Chinese Abstracts
