Research ArticleOpen AccessGoogle Scholar indexed
How Culturally Appropriate Is the Communicative Approach with Reference to the Chinese Context?
School of Software, Dalian University of Technology, Dalian, China
School of Software, Dalian University of Technology, Dalian, China
School of Grammar, North China University of Technology, Beijing, China
- 1 School of Software, Dalian University of Technology, Dalian, China
- 2 School of Software, Dalian University of Technology, Dalian, China
- 3 School of Grammar, North China University of Technology, Beijing, China
Copy link · social · email
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.
KeywordsChinese CultureSocial ContextCLTContext Approach
- Anderson, J. (1993). Is a communicative approach practical for teach ing English in China? Pros and cons. System, 21, 471-480. http://dx.doi.org/10.1016/0346-251X(93)90058-O
- Barlow, T. E., & Lowe, D. (1985). Chinese reflections: Americans teaching in the People’s Republic. New York: Praeger.
- Bax, S. (2003). The end of CLT: A context approach to language teach ing. ELT Journal, 57, 278-287. http://dx.doi.org/10.1093/elt/57.3.278
- Byram. M., & Fleming, M. (1998). Language learning in intercultural perspective: Approaches through drama and ethnography. Cam bridge: Cambridge University Press.
- Canale, M., & Swain, M. (1980). Theoretical bases of communicating approaches to second language teaching and testing. Applied Lin guistics, 1, 1-47. http://dx.doi.org/10.1093/applin/1.1.1
- Cortazzi, M., & Jin, L. X. (1999). Cultural mirrors: Materials and me thods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge: Cam bridge University Press.
- Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygostkian approaches to second language research (pp. 33-56). New Jersey: Ablex.
- Ellis, G. (1996). How culturally appropriate is the communicative ap proach? ELT Journal, 50, 213-218. http://dx.doi.org/10.1093/elt/50.3.213
- Geertz, C. (1979). Meaning and order in Moroccan society: Three es says in cultural analysis. Cambridge: Cambridge University Press.
- Harvey, P. (1985). A lesson to be learned: Chinese approaches to lan guage learning. ELT Journal, 39, 7-9. http://dx.doi.org/10.1093/elt/39.3.183
- Hinkel, E. (1999). Culture in second language teaching and learning. Cambridge: Cambridge University Press.
- Hird, B. (1995). How communicative can language teaching be in China? Prospect, 10, 21-27.
- Jin, L. X., & Cortazzi, M. (1998). The culture the learner brings: A bridge or a barrier? In M. Byram, & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 98-118). Cambridge: Cambridge University Press.
- Lantolf, J. P., & Appel, G. (1994). Vygostkian approaches to second language research. New Jersey: Ablex.
- Larson, P., Judd, E., & Messerschmitt, D. (1984). On TESOL ’84: A brave new world for TESOL. Selected Papers from the 18th Annual Convention of TESOL (pp. 121-134). Houston, TX.