中国农村学校交际性语言教学:教师的视角

YIHAN FANG, ALLA KHAN, MALINI GANAPATHY
{"title":"中国农村学校交际性语言教学:教师的视角","authors":"YIHAN FANG, ALLA KHAN, MALINI GANAPATHY","doi":"10.36777/ijollt2023.6.2.074","DOIUrl":null,"url":null,"abstract":"The approach to teaching second and foreign languages that emphasises interaction as both the means and the ultimate aim in the process of learning a language is known as communicative language teaching. By introducing communicative methodologies into their national curricula, many nations, notably China, have started teaching English as a foreign language (EFL). Since 2001, the CLT technique has been encouraged at the elementary school level, and young learners' communication skills are prioritised at the primary level. However, CLT is mostly employed at secondary and tertiary levels of education in almost every education system globally. It is rarely associated with primary school teachers, whose experiences might be different from those at higher levels. To address this gap, the present study was conducted. To this end, a survey was administered to thirty primary school teachers to learn more about their perspectives and the challenges they faced when attempting CLT in China, specifically rural China. Rural settings and rural teachers’ perspectives and impressions may differ from those of urban settings. The quantitative result of the study indicated teachers' misunderstandings of CLT. Many of them claimed that CLT is a teacher-centred approach when it is a student-centred one. In addition, several obstacles were also found to inhibit the implementation of CLT, which include the teachers themselves, the students, the educational system of China, and CLT itself. Policymakers and teachers in China are mainly expected to benefit from the findings of this study. Other education systems beyond China are expected to benefit from the findings too.","PeriodicalId":487362,"journal":{"name":"International Journal of Language, Literacy and Translation","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Communicative Language Teaching In Rural Schools In China: Teachers’ Perspectives\",\"authors\":\"YIHAN FANG, ALLA KHAN, MALINI GANAPATHY\",\"doi\":\"10.36777/ijollt2023.6.2.074\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The approach to teaching second and foreign languages that emphasises interaction as both the means and the ultimate aim in the process of learning a language is known as communicative language teaching. By introducing communicative methodologies into their national curricula, many nations, notably China, have started teaching English as a foreign language (EFL). Since 2001, the CLT technique has been encouraged at the elementary school level, and young learners' communication skills are prioritised at the primary level. However, CLT is mostly employed at secondary and tertiary levels of education in almost every education system globally. It is rarely associated with primary school teachers, whose experiences might be different from those at higher levels. To address this gap, the present study was conducted. To this end, a survey was administered to thirty primary school teachers to learn more about their perspectives and the challenges they faced when attempting CLT in China, specifically rural China. Rural settings and rural teachers’ perspectives and impressions may differ from those of urban settings. The quantitative result of the study indicated teachers' misunderstandings of CLT. Many of them claimed that CLT is a teacher-centred approach when it is a student-centred one. In addition, several obstacles were also found to inhibit the implementation of CLT, which include the teachers themselves, the students, the educational system of China, and CLT itself. Policymakers and teachers in China are mainly expected to benefit from the findings of this study. Other education systems beyond China are expected to benefit from the findings too.\",\"PeriodicalId\":487362,\"journal\":{\"name\":\"International Journal of Language, Literacy and Translation\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Language, Literacy and Translation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36777/ijollt2023.6.2.074\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Language, Literacy and Translation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36777/ijollt2023.6.2.074","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本文章由计算机程序翻译,如有差异,请以英文原文为准。
Communicative Language Teaching In Rural Schools In China: Teachers’ Perspectives
The approach to teaching second and foreign languages that emphasises interaction as both the means and the ultimate aim in the process of learning a language is known as communicative language teaching. By introducing communicative methodologies into their national curricula, many nations, notably China, have started teaching English as a foreign language (EFL). Since 2001, the CLT technique has been encouraged at the elementary school level, and young learners' communication skills are prioritised at the primary level. However, CLT is mostly employed at secondary and tertiary levels of education in almost every education system globally. It is rarely associated with primary school teachers, whose experiences might be different from those at higher levels. To address this gap, the present study was conducted. To this end, a survey was administered to thirty primary school teachers to learn more about their perspectives and the challenges they faced when attempting CLT in China, specifically rural China. Rural settings and rural teachers’ perspectives and impressions may differ from those of urban settings. The quantitative result of the study indicated teachers' misunderstandings of CLT. Many of them claimed that CLT is a teacher-centred approach when it is a student-centred one. In addition, several obstacles were also found to inhibit the implementation of CLT, which include the teachers themselves, the students, the educational system of China, and CLT itself. Policymakers and teachers in China are mainly expected to benefit from the findings of this study. Other education systems beyond China are expected to benefit from the findings too.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信