Welcome to Francis Academic Press

International Journal of New Developments in Education, 2022, 4(10); doi: 10.25236/IJNDE.2022.041009.

The Integration of the Communicative Language Teaching and the Conventional Approach to Teaching English in Chinese College

Author(s)

Hanyu Chen

Corresponding Author:
Hanyu Chen
Affiliation(s)

Faculty of Education, Monash University Clayton VIC, 3800, Australia

Abstract

With the rapid development of the social economy in the late 2000s, the communicative competence of English learners has increased significantly in China. The conventional approach tends to memorize by rote, which begins to withdraw gradually from Chinese Higher Education. The communicative language teaching (CLT) method is emerging worldwide and getting increasing attention. This paper has used the method of secondary review to analyze the implementation status of teaching methods in College English education in China, which primarily focuses on the advantages and disadvantages of the conventional approach and communicative language teaching. Moreover, this paper analyzes the restrictive factors that the CLT method can not completely replace the conventional approach through comparative analysis.

Keywords

English language teaching, conventional approach, communicative language teaching

Cite This Paper

Hanyu Chen. The Integration of the Communicative Language Teaching and the Conventional Approach to Teaching English in Chinese College. International Journal of New Developments in Education (2022) Vol. 4, Issue 10: 42-45. https://doi.org/10.25236/IJNDE.2022.041009.

References

[1] Tang, S., Long, M., Tong, F., Wang, Z., Zhang, H., & Sutton-Jones, K. (2020). A comparative study of problem-based learning and traditional approaches in college English classrooms: Analyzing pedagogical behaviors via classroom observation. Behavioral Sciences, 10(6), 105.

[2] Li, X. (2011). Communicative language teaching in current Chinese colleges and universities (Order No. 1496112). Available from ProQuest Dissertations & Theses Global: Literature & Language; ProQuest Dissertations & Theses Global: Social Sciences. (875883298).

[3] Ju, F. (2013). Communicative language teaching (CLT): A critical and comparative perspective. Theory and Practice in Language Studies, 3(9), 1579-1583.

[4] Rao, Z. (2013). Teaching English as a foreign language in China: Looking back and forward: Reconciling modern methodologies with traditional ways of language teaching. English Today, 29(3), 34-39.

[5] Cheng, X. (2014). A novel probe into college English quality-oriented transformation based on the impersonal evaluation criteria of college English instruction. Theory and Practice in Language Studies, 4(4), 736-742.

[6] Liu, M., & Jackson, J. (2009). Reticence in Chinese EFL Students at Varied Proficiency Levels. TESL Canada Journal, 26(2), 65-81.

[7] Rao, X. (2018). University English for academic purposes in China: A phenomenological interview study. SpringerLink.

[8] Li, Z. (2016). An empirical study of process-oriented intercultural teaching in Chinese college English classroom. Journal of Language Teaching and Research, 7(3), 527-533.

[9] Qi, X. (2018). Teachers' roles in china's EFL classes adopting the PAD mode. Journal of Language Teaching and Research, 9(4), 798-802.

[10] Ministry of Education. (2021). A series of high-quality comments on the preparation of the "14th five-year plan" education plan. Retrieved from http://www.moe.gov.cn/jyb_xwfb/moe_2082/2021/ 2021_zl15/.

[11] Shawer, S. (2013). Preparing adult educators: The need to develop communicative language teaching skills in college-level instructors. Journal of Literacy Research, 45(4), 431-464. https://doi.org/ 10.1177/1086296X13504868.

[12] Yuan, F. (2011). A brief comment on communicative language teaching. Journal of Language Teaching and Research, 2(2), 428-431.