Reflections on Communicative Language Teaching and Its Application in China

Liu, Shan

doi:10.17507/tpls.0505.20

Cited by 13 publications

(12 citation statements)

References 12 publications

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“…As a sociolinguist, Hymes had a significant impact on CLT. Similarly, Richards and Rodgers (1986), cited in Liu (2015), stated that CLT dates back to the transformation in language teaching traditions of Britain in the late 1960s. That time was considered the end or ancient time of situational approach.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Both writers assert that by implementing the CLT approach, students' speaking in cognitive and behavioural aspects will be improved. CLT has attracted thousands of attention in the scope of language teaching and has brought much debate with itself (Liu, 2015). Wilkins (1974) was the first person to use the term 'communicative approach' cited in Al-Amara and Alabbad (2016).…”

Section: Introductionmentioning

confidence: 99%

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Impact of Communicative Language Teaching Method on Students' Speaking and Listening Skills: A Review Article

Ghafar

Sawalmeh

Mohamedamin

2023

IJLLT

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English language teachers and educators everywhere try to find better language approaches, methods, theories, techniques, and strategies. One way to do that is by implementing the approaches or practices in their classrooms to see which one works, serves more for their students, or has more impact. These communicative language education techniques have been used for many years in many nations. The main goal of the learners is to reach communicative competence; thus, they continuously search for a method or approach that can significantly impact their communicative competence. Hence, teachers and learners try to use different language approaches and techniques to improve the student's language skills, especially their speaking skills. The main aim of this review article is to investigate the impact of communicative language teaching (CLT) by reviewing five reports and some literature reviews. Kasumi's first article, ' Communicative Language Teaching and Its Impact on Students' Performance," was conducted in 2015. The second article is entitled "The effect of using Communicative Language Teaching on Speaking Ability," which Ratih and Hanafi undertook in 2016. The third article is entitled "The Effect of Using Communicative Language Teaching on Developing English Speaking and Listening Skills of Iranian Secondary School Students," which Aalaei conducted in 2017. The fourth article, "The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia," was conducted by Owen & Razali in 2018. The fifth article, "The Impact of the Implementation of CLT On Students' Speaking Skills, " was led by Mangaleswaran and Aziz in 2019. The findings of these articles indicated that CLT impacts students' communicative competence, especially speaking and other skills such as listening, reading, and writing. The results show that the sub-skills such as vocabulary, grammar, pronunciation, comprehension, and fluency improve.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of Communicative Language Teaching Method on Students' Speaking and Listening Skills: A Review Article

Ghafar

Sawalmeh

Mohamedamin

2023

IJLLT

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“…Hattani (2018) in his study in Morocco showed the communicative language teaching was as an outstanding instructional approach for the Moroccan EFL classroom and it was able to improve students' English language oral proficiency. Sreehari (2012: 92) in Saudi Arabia, Liu (2015Liu ( : 1051 in China, and Abe (2013) in Japan depicted that CLT was able to facilitate students to learn better in ELT classes. Many EFL teachers adapted the CLT instruction to achieve the goals of language teaching and learning.…”

Section: Communicative Language Teachingmentioning

confidence: 99%

Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones

Irawan¹,

Frank

Dehghani

2022

JOLLS. Lang. Liter. Studies

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Indonesian Economic Development has become a gate to Bali and Lombok for international visitors. Recently, the Lombok tourism development has established a refinement after facing serial earthquakes. In the statistic for the tourism year 2016, there were 3.1 million tourists coming to Lombok. In addition, 3.8 million people were targeted to come to Lombok in the year 2020. In other words, Lombok promotes the highest contribution to the national government economy. Because of these issues, the vocational high schools which have tourism study programs should lead their students in foreign language communication, English. Teaching English for a specific purpose needs a precise instructional model because ELT teachers apply the ELT model for different objectives. Therefore, learners study English for different purposes. For vocational high school students, they learn English to help them to communicate in the workplace. Because of this, they are directed to have communicative competence. In senior or junior high schools, scientific-based instruction has been applied to help students learn English and even other subjects. This instruction is considered as a solution for them to have not only linguistic competencies but also communicative skills. Therefore, this study will be aimed at developing an instructional model for vocational high school students in tourism zones. This study applied the procedural research and development (R&D) design. The R&D design follows the Borg & Gall and David design, which consists of pre-development and development stages. The product of this study was an instructional model, namely the tourism-based instructional (TBI) model for vocational high school students in the tourism zones.

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“…Most Chinese teachers are in favor of traditional pedagogical approaches like the grammar-translation method and audio-lingual method that allow teachers maximum control and opportunity to transmit knowledge (Barnard, Richards, & Rodgers, 2002;Hu, 2002;Wen & Clé ment, 2003). Although the CLT and TBLT approaches were introduced and advocated in China many decades ago, the emphasis is on traditional Chinese education which maintains a hierarchical but harmonious relation between teachers and students (Liu, 2015;D. Zhang, Li, & Wang, 2013).…”

Section: Statement Of Problemmentioning

confidence: 99%

Making Teacher-Student Interaction Humorous Through Xiangsheng Techniques in the Chinese EFL Classroom

Jiang¹,

Leong²

2021

IJELE

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This paper aims to propose the use of Xiangsheng techniques in the Chinese EFL classroom. Many previous studies have discussed the perceptions and benefits of the use of humor in the language classroom, but there are rarely any discussions on how to initiate humor. This article summarizes 10 Xiangsheng techniques, which meant to engage teachers and students in interactions which are both interesting and humorous. It is hoped that these Xiangsheng techniques will be able to provide insights into the use of humor for those teachers who wish to use it in their language classrooms.

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Reflections on Communicative Language Teaching and Its Application in China

Cited by 13 publications

References 12 publications

Impact of Communicative Language Teaching Method on Students' Speaking and Listening Skills: A Review Article

Impact of Communicative Language Teaching Method on Students' Speaking and Listening Skills: A Review Article

Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones

Making Teacher-Student Interaction Humorous Through Xiangsheng Techniques in the Chinese EFL Classroom

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