admin 管理员组文章数量: 1184232
2024年4月12日发(作者：java编程培训哪个比较好)
System 30 (2022年) 85C105 /locate/system
Chinese students’ perceptions of communicative and non-
communicative activities in EFL classroom Zhenhui Rao
School of Education, University of South Australia, Holbrooks Road,
Underdale, South Australia, 5032,
Australia Received 30 October 2022年; received in revised form 23
June 2022年;
accepted 28 August 2022年
Abstract
This article reports the views of 30 Chinese university students on the
appropriateness and effectiveness of communicative and non-
communicative activities in their English-as-a-Foreign-Language (EFL)
courses in China. Using multimethod, qualitative research procedures, the
researcher discovered that the perceptions of these students sometimes
surprised their teachers, and that the students’ perceived difficulties
caused by Communicative Language Teaching (CLT) had their source in
the differences between the underlying educational theories of China and
those of Western countries. The results suggest that, to update English
teaching methods, EFL countries like China need to modernize, not
westernize, English teaching; that is, to combine the ‘‘new’’ with the ‘‘old’’
to align the communicative approach with traditional teaching structures.
It is apparent from the study that only by reconciling com-municative
activities with non-communicative activities in English
classrooms can students in non-English speaking countries benefit
from CLT. # 2022年 Elsevier Science Ltd. All rights reserved.
Keywords: Chinese students; EFL learners; Perceptions of
communicative and non-communicative activities; Learner behaviour; CLT;
Difficulties in adopting CLT; Traditional teaching methods; Teaching
English in China; Education settings; Culture
E-mail address: __ (Z. Rao).
0346-251X/02/$ - see front matter # 2022年 Elsevier Science
Ltd. All rights reserved. PII: S0346 - 251X(01)00050 - 1
86
1. Introduction Z. Rao / System 30 (2022年) 85C105
Recent attempts to introduce CLT into EFL teaching in China have
provoked a great deal of comment and debate. Whereas some accounts
have emphasized the value of adopting CLT in China (e.g. Li, 1984; Maley,
1984; Spenser, 1986), others have noted the importance of Chinese
traditional ways of teaching and learning (e.g. Harvey, 1985; Ting, 1987;
Sampson, 1990). However, the majority of accounts have focused on the
need to adapt CLT to the demands and conditions for language learning
版权声明：本文标题：sdarticle10 内容由网友自发贡献，该文观点仅代表作者本人， 转载请联系作者并注明出处：http://www.roclinux.cn/p/1712893963a611227.html， 本站仅提供信息存储空间服务，不拥有所有权，不承担相关法律责任。如发现本站有涉嫌抄袭侵权/违法违规的内容，一经查实，本站将立刻删除。
发表评论