How Culturally Appropriate Is the Communicative Approach with Reference to the Chinese Context?
Affiliation(s)
School of Software, Dalian University of Technology, Dalian, China. School of Grammar, North China University of Technology, Beijing, China.
School of Software, Dalian University of Technology, Dalian, China. School of Grammar, North China University of Technology, Beijing, China.
ABSTRACT
This paper first discusses the Chinese culture of teaching and learning and then further explores the appropriateness of adopting CLT through explorations into the past research on CLT in China. Finally, due to numerous cultural factors and difficulties in adapting CLT, this paper suggests an alternative approach by introducing the Context Approach, before a conclusion is drawn.
Cite this paper
Zhang, D. , Li, Y. & Wang, Y. (2013). How Culturally Appropriate Is the Communicative Approach with Reference to the Chinese Context?. Creative Education, 4, 1-5. doi: 10.4236/ce.2013.410A001.
Zhang, D. , Li, Y. & Wang, Y. (2013). How Culturally Appropriate Is the Communicative Approach with Reference to the Chinese Context?. Creative Education, 4, 1-5. doi: 10.4236/ce.2013.410A001.
References
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http://dx.doi.org/10.1093/elt/38.1.2 [18] Littlewood, W. (1981). Communicative language teaching: An intro duction. Cambridge: Cambridge University Press. [19] Maley, A. (1984). On chalk and cheese, babies and bathwater and squared circles: Can traditional and communicative approaches be reconciled? In P. Larson, E. Judd, & D. Messerschmitt (Eds.), On TESOL ’84: A brave new world for TESOL. Selected papers from the Eighteenth Annual Convention of TESOL (pp. 6-11). Houston, TX. [20] Orton, J. M. (1990). Educating the reflective practitioner in China: A case study in teacher education. Unpublished Doctoral Dissertation, Melbourne: La Trobe University. [21] Rao, H. Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30, 85-105. http://dx.doi.org/10.1016/S0346-251X(01)00050-1 [22] Scollon, S. (1999). Not to waste words or students: Confucian and So cratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language leaching and learning (pp. 13-27). Cambridge: Cambridge University Press.