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ERIC Number: ED443295
Record Type: Non-Journal
Publication Date: 2000-Jun-2
Pages: 30
Abstractor: N/A
Reference Count: N/A
From Context to Curriculum: A Case Study of Communicative Language Teaching in China.
Sun, Guangyong; Cheng, Liying
This paper discusses the implementation of communicative language teaching (CLT) methodology within the English-as-a-Foreign-Language (EFL) context in the Peoples' Republic of China. It suggests investigating the context of an English language teaching program first, and then adapting the program to the Chinese context in order to more effectively implement the communicative methodology. Key questions regarding curriculum design are discussed. The English teaching program at a private commercial college is used as a case study of an EFL context in China. It is concluded that there must be a compromise between CLT methodology and the EFL context, because CLT is at root a curriculum development. Three principles are judged to be helpful in understanding this problem: (1) In EFL teaching, the impact from the context on a program is more significant than in the English-as-a-Second-Language (ESL) context. The more that is known about the context, the better the new methodology can be adapted into the program; (2) Introducing methods of classroom activities is helpful, but not sufficient; adaptation should start from the beginning of the curriculum design; and (3) Adaptation of teaching methodology will be more successful if the theory of learning and teaching where CLT methodology is derived from is reviewed and studied with the characteristics of the program context in mind. (Contains 56 references.) (KFT)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China