Chinese students' perceptions of communicative and non-communicative activities in EFL classroom

Rao, Zhenhui

doi:10.1016/s0346-251x(01)00050-1

Cited by 165 publications

(146 citation statements)

References 16 publications

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“…This is, at least partially attributed to the lack of teaching staff. The EFL classroom in China is so big (always more than 50 students) that only a teacher-centred approach is welcome and assumed to be effective and communicative language teaching methods are not as effective as expected, either due to the students' negative attitudes (e.g., Rao, 2002) or to the teacher's dilemma of teaching grammar (Ouyang, 2000;Zheng and Borg, 2014). To cater for the national examinations, many highly controlled exercises used in Chinese EFL teaching, the majority of which are in the form of multiple-choice comprehension questions.…”

Section: A Efl Background In Chinamentioning

confidence: 99%

The Effect of Output Task on EFL Writing: How Far Can It Go?

Huang

2016

JLTR

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Abstract-The present study attempts to further the understanding of the effect of output in SLA by investigating to what extent an output task (i.e., reconstruction task) is effective in EFL writing. Data in the form of pre-, post-and delayed post-tests were collected from 28 students (14 in input-oriented group while 14 in output group) at one Chinese University. The results revealed a positive and enduring effect of the output task on learners' grammatical accuracy in writing as compared with input-oriented instruction that has long been prevalent in Chinese EFL classroom. However the results did not find an equal impact of the task on different rules: The rules carrying meaning (e.g., connective) or having semantic equivalents in target language (e.g. passive "-ed" or comparative "-er" or superlative "-est") are produced more accurately by the output group while less meaningful morphology (e.g. plural noun "-s", third singular "-s") or local rule (e.g. prepositions) were most difficult for these EFL learners. We argue semantic and functional awareness is the key format for learners to acquire and internalise the grammatical forms.

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Section: A Efl Background In Chinamentioning

confidence: 99%

The Effect of Output Task on EFL Writing: How Far Can It Go?

Huang

2016

JLTR

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“…The strong version of Communicative Language Teaching holds the opinion that Communicative Language Teaching is not only a question of activating a kind of inert knowledge that has already existed in language learners, but at the same time it is a problem of fostering the growth and development of language itself from the perspective of language learners. The weak version attaches great value to supplying learners with abundant chances to use their English to communicate with other learners in authentic context (Rao, 2002). Howatt (1984, p.279) describes the former as "using English to learn it" and the latter as "learning to use English".…”

Section: Two Versions Of Communicative Language Teaching and Itsmentioning

confidence: 99%

“…In Communicative Language Teaching, classroom performance should not be dominated exclusively by the teacher, but by both the teacher and students. As for the role of the teacher, he or she should not be the dominant authority in the classroom, but should do necessary things and organize activities to facilitate the communicative process in the classroom while making sure that students feel secure, unthreatened and non-defensive (Rao, 2002). According to Breen and Candlin (1980, p.99), the teacher has two roles: firstly, they should foster the communication and connection among all students in the classroom and provide various activities and texts; and the second role for them is to play the role of an independent participant within the communication-in-classroom group (ibid.).…”

Section: Two Versions Of Communicative Language Teaching and Itsmentioning

confidence: 99%

Reflections on Communicative Language Teaching and Its Application in China

Liu

2015

TPLS

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Abstract-The emergence of English as a global language has imposed a profound influence on the methodology of foreign language teaching. Communicative Language Teaching, an influential approach in language teaching, came into being decades ago and later was introduced into China. Nowadays, it has become one of the most important approaches in the field of foreign language teaching worldwide. The present paper discussed the historical and theoretical background of Communicative Language Teaching and its two versions and its main characteristics. After having explored its application in China, directions for future improvement are pointed out.Index Terms-communicative language teaching, historical and theoretical background, application

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“…Onefactor influencing the design of interactive tasks is the cultural background of students. Some research suggests that students coming from educational systems that do not focus on communicative classroom techniques can be skeptical of interactive activities (Rao, 2002). Our experience at MTU has been that some students do struggle to adapt to a more interactive classroom environment, but that most of them come to see the interaction as an important part of their learning.…”

Section: Research and The Curriculum In The Classroommentioning

confidence: 99%

Implementing a Listening and Speaking Curriculum in a Linguistically Homogenous English for Academic Purposes Program

Zuraw¹

2015

JFLTAL

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Linguistic homogeneity in English for Academic Purposes (EAP) programs can be a challenge to curriculum design and implementation. In university EAP programs where the majority of students share an L1 with classmates, instructors sometimes struggle to balance the use of the L1 and L2 in class. Despite the potential for immersion, students in these settings may also socialize primarily in their L1 rather than English, the target language. These factors demand special consideration in courses focused on oral production and comprehension where sustained interaction and negotiation of meaning is crucial. Ninety percent of the students in the Intensive English as a Second Language Program at Michigan Technological University come from China and share an L1. In this context, the classroom provides important opportunities for interaction and negotiation of meaning in the target language. The program recently redesigned, piloted, and evaluated a new curriculum. Using examples from the curriculum and the classroom to present this case, I argue that linguistically homogeneous classrooms focusing on oral and aural communication require different curricula than more diverse EAP settings. Examples from the development and delivery of the new listening and speaking curriculum are potentially applicable in both ESL and EFL settings.

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Chinese students' perceptions of communicative and non-communicative activities in EFL classroom

Cited by 165 publications

References 16 publications

The Effect of Output Task on EFL Writing: How Far Can It Go?

The Effect of Output Task on EFL Writing: How Far Can It Go?

Reflections on Communicative Language Teaching and Its Application in China

Implementing a Listening and Speaking Curriculum in a Linguistically Homogenous English for Academic Purposes Program

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