As one of the most dominant theoretical models of ELT all over the world, communicative language teaching approach(CLT) underlines the significance of meaningful language use and communicative activities involvement. However, appropriateness and effectiveness of implementing CLT in Chinese Tertiary Education has never ceased to bring about disputes and controversies in the past two decades. In this essay, the author will give a specific analysis in terms of the application of CLT in Chinese EFL or ESL context at tertiary level.
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