Introduction The teaching of English as a foreign language (TEFL) experienced a major methodological shift in the 1970s and 80s, with a move away from the Grammar-Translation (G-T) and Audio -lingua] Approaches, which...Introduction The teaching of English as a foreign language (TEFL) experienced a major methodological shift in the 1970s and 80s, with a move away from the Grammar-Translation (G-T) and Audio -lingua] Approaches, which had been so popular throughout the 1950s and 60s, towards Communicative Language Teaching (CLT) and other humanistic approaches. This new direction reduired significant changes in tradi-展开更多
This article will focus on five key areas relating to Primary TEFL in China.Firstly,the real TEFL context in Chinese primary schools will be discussed in terms of its special characteristics.Secondly,the current metho...This article will focus on five key areas relating to Primary TEFL in China.Firstly,the real TEFL context in Chinese primary schools will be discussed in terms of its special characteristics.Secondly,the current methodological approach will be examined from both a theoretical perspective,focusing on government(MOE)policy for primary TEFL,and a practical perspective,based on personal observations of classroom practice.The third section of the article will highlight some perceived shortcomings of current practice,while the fourth will outline the actual needs of primary learners in the Chinese educational system.Finally,the question of how teachers can meet these needs will be examined in relation to:methodological integration; integration of skills and sub-skills teaching/learning;and the exploitation of materials and activities to provide learners with three different types of language input and output opportunities(extensive,intensive and analysed:Swan,2006).展开更多
文摘Introduction The teaching of English as a foreign language (TEFL) experienced a major methodological shift in the 1970s and 80s, with a move away from the Grammar-Translation (G-T) and Audio -lingua] Approaches, which had been so popular throughout the 1950s and 60s, towards Communicative Language Teaching (CLT) and other humanistic approaches. This new direction reduired significant changes in tradi-
文摘This article will focus on five key areas relating to Primary TEFL in China.Firstly,the real TEFL context in Chinese primary schools will be discussed in terms of its special characteristics.Secondly,the current methodological approach will be examined from both a theoretical perspective,focusing on government(MOE)policy for primary TEFL,and a practical perspective,based on personal observations of classroom practice.The third section of the article will highlight some perceived shortcomings of current practice,while the fourth will outline the actual needs of primary learners in the Chinese educational system.Finally,the question of how teachers can meet these needs will be examined in relation to:methodological integration; integration of skills and sub-skills teaching/learning;and the exploitation of materials and activities to provide learners with three different types of language input and output opportunities(extensive,intensive and analysed:Swan,2006).