Communicative Language Teaching (CLT) in EFL Context in Asia

Abstract

This paper provides an in-depth investigation into the application of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context in Asia, and China in particular. It reveals that CLT has not been fully acknowledged and espoused by Asia's English language educators at the classroom level. Additionally, it unpacks the various factors that have impeded educators in Asia from enacting CLT. Through introducing the concepts of "teacher as curriculum implementer" and "teacher as curriculum maker," it brings to surface why a mandated curriculum change as CLT cannot be realized in EFL context in Asia. The paper argues that teachers should be constructors rather than merely receivers of the imposed pedagogical reforms. The top-down educational enterprise of implementing CLT cannot succeed unless it is embraced by teachers with their reconfigurations in light of their specific teaching situations.

The Research on Effectiveness of Communicative Language Teaching in China

“…According to the statistics of the survey undertaken by the National College English Committee, the number of students in a class averages 80 in 2005 (Meng, 2009). A number of scholars and researchers such as Yu (2001), Huang (2007), Jin (2007), Hiep (2007), Meng (2009) and Wei (2018) unanimously identify large-class size as a significant factor which prevents the effective implementation of CLT. Scholars' concern about the great student number in a class is tenable and valid, considering the extreme difficulty of engaging a large class in communicative activities.…”

“…Bax (2003) rightly stresses that the dominance of CLT fails to take the crucial aspects of contexts into consideration. By the same token, Wei et al (2018) further identifies a host of contextual factors that serve as contributors to the unsuccessful implementation of CLT in China --educational, cultural, economic, and social--arising in the transfer of CLT from ESL (English as a second language) context to China's EFL (English as a foreign language) context. Essentially, due to drastically different situational, cultural, learning and personal contexts, it is absolutely problematic to transfer a set of teaching concepts or approaches constructed in one part of the world to another without any adaptation.…”

“…Chinese authoritative approach of teaching diametrically goes against the tenet of CLT as student-centered. Moreover, as Wei, Lin and Litton (2018) reveal, undertaking such activities as games or interaction in Chinese culture will be regarded as entertainment as opposed to approaches of teaching. As has been presented, cultural factors definitely constitute great hindrance to CLT in China.…”

English Teacher’s Methodological Competence in Implementing Communicative Language Teaching in Teaching Speaking

“…giving the learning opportunities to use the target language. In EFL context, students only learn English as a part of school curriculum meaning that there are many restrictions such as teachers' language ability, the accessibility of teaching properties and material, and governments' policy [4].…”

Intercultural Aspects in Teaching Japanese as a Foreign Language in Indonesia as a Means of Character Education of Japanese Literature Students

“…English, Japanese, Korean, Arabic, French and so forth are mushrooming in Indonesian education both formal and informal education. Mastery of foreign languages is important because it will open opportunities for the Indonesian nation to be able to communicate with other nations in the international world (Wei, 2010). Another thing is the era of globalization today the development of information technology that increasingly sophisticated technology greatly facilitates the occurrence of communication between humans in the world (Hockly, 2012, Blake, 2009, Gibson, 2008.…”