CLT in China has experienced a lot of ups and downs, which has given rise to some skepticism and criticisms from some Chinese ESL/EFL instructors and learners. drawing on the theoretical notions of symbolic violence, ...CLT in China has experienced a lot of ups and downs, which has given rise to some skepticism and criticisms from some Chinese ESL/EFL instructors and learners. drawing on the theoretical notions of symbolic violence, and correlations between identity, language and representation, this paper tends to explore the main constrains that result in the failure of using CLT in Chinese ESL/EFL classroom and figure out whether CLT could be a viable approach for ESL/EFL teaching and learning in Chinese higher education.展开更多
Grammar teaching, as one essential aspect of English language teaching(ELT), has been and continues to be an area of some controversy and debates, which entails the emergency of diverse classroom practices for languag...Grammar teaching, as one essential aspect of English language teaching(ELT), has been and continues to be an area of some controversy and debates, which entails the emergency of diverse classroom practices for language teachers: Focus on Form or Focus on Form S. Connected with the specific context of grammar teaching in Chinese higher education, this paper tends to reconsider the place of grammar teaching in the classroom, and come up with some feasible approaches to instructing grammar so as to make appropriate connections between grammatical forms and the meanings.展开更多
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. ...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.展开更多
文摘CLT in China has experienced a lot of ups and downs, which has given rise to some skepticism and criticisms from some Chinese ESL/EFL instructors and learners. drawing on the theoretical notions of symbolic violence, and correlations between identity, language and representation, this paper tends to explore the main constrains that result in the failure of using CLT in Chinese ESL/EFL classroom and figure out whether CLT could be a viable approach for ESL/EFL teaching and learning in Chinese higher education.
文摘Grammar teaching, as one essential aspect of English language teaching(ELT), has been and continues to be an area of some controversy and debates, which entails the emergency of diverse classroom practices for language teachers: Focus on Form or Focus on Form S. Connected with the specific context of grammar teaching in Chinese higher education, this paper tends to reconsider the place of grammar teaching in the classroom, and come up with some feasible approaches to instructing grammar so as to make appropriate connections between grammatical forms and the meanings.
文摘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.
