{"title":"Revisiting Key Issues in Applying the Communicative Approach in Korea : Follow up after 26 Years of Implementation","authors":"Jihyeon Jeon, Judy Yin","doi":"10.18823/asiatefl.2022.19.3.12.962","DOIUrl":null,"url":null,"abstract":"While CLT has continued to be one of the most widely applied approach in teaching English as a foreign language (TEFL) worldwide, there has been numerous studies that have pointed out various obstacles in applying CLT in the East Asian context. Jeon (1997) identified key issues in implementing CLT in the Korean context and followed up on the same issues in Jeon (2009) to examine whether there had been any changes after 12 years of implementation. In particular, three research questions were considered: 1) What are the key issues in applying the communicative approach in Korea? 2) Is there an order of priority in the importance of these issues? and 3) Are there any changes in the importance of these issues after 12 years of implementation? The results showed that while some new issues had come up, the top key issues had remained the same. This was a surprising finding since there had not been any major changes in the top key issues 12 years after the first study and pointed out the persistent need to seek out obstacles over the years. As there had been a global upheaval in the educational context due to COVID-19, major changes in English education was expected. Accordingly, this study is another follow up study that focused on revisiting key issues regarding the implementation of CLT in the Korean EFL context. In order to identify the key issues, a three-round Delphi technique was used. A total of 36 teachers participated in identifying the key issues, ranking the issues and revisiting the ranked issues to see if there needs to be any adjustments. The results showed that, after 26 years of implementation, some of the key issues had been modified and have either increased or decreased their importance. While there were some issues that have newly emerged, the issues that had stayed in the top ranking have remained the same. This calls for an urgent need to address such issues as the curriculum continues to stress the importance of CLT in Korea. Without ameliorating the hindering factors, proper implementation of CLT will be challenging for English teachers in Korea. © 2022 AsiaTEFL All rights reserved.","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":" ","pages":""},"PeriodicalIF":0.4000,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Asia TEFL","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18823/asiatefl.2022.19.3.12.962","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
重新审视在韩国应用交际法的关键问题:实施26年后的后续行动
虽然CLT教学法一直是世界范围内应用最广泛的外语教学方法之一,但已有大量研究指出了在东亚语境中应用CLT教学法的各种障碍。Jeon(1997)确定了在韩国背景下实施CLT的关键问题,并在Jeon(2009)中对同样的问题进行了跟进,以检查在实施12年后是否有任何变化。主要考虑了三个研究问题:1)在韩国应用交际教学法的关键问题是什么?2)这些问题的重要性是否有先后顺序?3)经过12年的实施,这些问题的重要性是否发生了变化?调查结果显示,虽然出现了一些新问题,但最重要的问题仍未改变。这是一个令人惊讶的发现,因为在第一次研究之后的12年里,最重要的问题没有任何重大变化,并指出多年来一直需要寻找障碍。由于新冠肺炎疫情,全球教育环境发生剧变,预计英语教育将发生重大变化。因此,本研究是另一项后续研究,重点是重新审视在韩国语语境中实施CLT的关键问题。为了确定关键问题,采用了三轮德尔菲法。共有36名教师参与了确定关键问题,对问题进行排名,并重新审视排名问题,以确定是否需要进行调整。结果表明,经过26年的实施,一些关键问题有所改变,其重要性有所提高或降低。虽然有一些问题是新出现的,但排名靠前的问题保持不变。这要求迫切需要解决课程继续强调CLT在韩国的重要性的问题。如果不改善这些阻碍因素,对韩国英语教师来说,正确实施CLT将是一项挑战。©2022 AsiaTEFL版权所有。
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