'Absolutely not the same': The potential and problems of communicative language teaching in China.

摘要

The purpose of this study was to explore Chinese English teachers' understanding of English teaching, particularly the difficulties they have had in using Communicative Language Teaching (CLT) in the Chinese context.; The qualitative case study method was used to address the research question. Participants were six Chinese English teachers, two from each of the elementary, secondary and tertiary levels. The major modes of data collection consisted of semi-structured and informal interviews and on-site observations of teaching.; The findings of the study included: Chinese English teachers, while cognizant of the achievements, found serious problems in TEFL in China. They have had many difficulties in implementing CLT in their classrooms. Although interested in change and eager to identify with CLT, they were not optimistic about overcoming the difficulties and thus felt that there would be only limited use of CLT in TEFL in China.; Difficulties that the Chinese teachers have encountered in using CLT have their sources in that CLT, as a methodology developed in the West, is laden with Western cultural values which are very different from dominant Chinese cultural values.; Suggestions were made for TEFL in China and TEFL in general. Rather than adopt CLT completely, Chinese teachers might want to incorporate a communicative component into their traditional teaching methods. For this purpose, changes must be made in teachers' understanding of language learning, teaching and curricula in teacher education programs. A theoretical framework needs to be worked out to facilitate the process of introducing teaching methods into different contexts. Expatriate English teachers should take into account their host country's cultural values and educational philosophy when considering exporting their teaching methods. Considering the difficulties involved in introduction of teaching methods into different contexts, EFL countries like China are encouraged to establish their own contingents of EFL researchers and empower their teachers in the hope that they will be able to devise methods that will fit better into their particular language teaching contexts.