Developing proper EFL teaching methodology within teaching context: A study of vocational English language teaching in a college
Abstract
the communicative competence for majors of civil aviation service in a college (pseudonym CAS) in Guangdong province, China.
Classroom observation is conducted for investigation of the teaching context and practice. Ten questions detecting teaching methodologies
by Larsen-Freeman and Anderson (2011) are used as a framework to analyze the possible principles beneath the classroom practice. The
result shows that there is a disparity between the teachers’ objectives and real class methodological practice, especially in improving
the learners’ communicative competency. It is suggested that taking advantages of the specifi c context as well as developing contextual
CLT(Communicative Language Teaching) methodology would be crucial to improve students’ EFL communicative competence for
vocational education. Hopefully, this paper would contribute to exploring the EFL teaching in CAS and to other similar contexts of college
vocational education, and promote further research.
Keywords
Full Text:
PDFReferences
[1]Alexander, L. G. & He, Q. X. (1997). New Concept English. Practice and Progress: New Edition [M] Beijing: Foreign Language Teaching and Research
Press.
[2]Bax, S. The end of CLT: a context approach to language teaching. ELT Journal, 2003�57(3), 278–287.
[3]Barnard, Roger. The Cambridge Guide to Second Language Teacher Education [Book Review][J]. New Zealand Studies in Applied Linguistics, 2010,
16(1).
[4] Feldman J A . Structured connectionist models and language learning[J]. Artifi cial Intelligence Review, 1993, 7(5):301-312.
[5] Carless D . Towards a version of task-based approaches suitable for schooling[C]. International Conference on Task-Based Language Teaching ,2007.
[6]Deng & Carless . The communicativeness of activities in a Task-based Innovation in Guangdong China[J]. Asian Journal of English Language Teaching,
2009�19, 113–134.
[7]Dornyei Z. Communicative language teaching in the twenty-fi rst century: The principled communicative approach[J]. J. Arnold, & T. Murphy, Meaningful
Action (Eds.), 2013: 161-171.
[8]Fullan M, Stiegelbauer S. The new meaning of educational change (London, Cassell)[J]. MCSER Publishing, Rome-Italy January 2014, 1991: 95-113.
[9]Gałajda D. Communicative Behaviour of a Language Learner: Exploring Willingness to Communicate[M].Berlin� Springer, 2017.
[10]Gao X, Barkhuizen G, Chow A. ‘Nowadays, teachers are relatively obedient’: Understanding primary school English teachers’ conceptions of and drives
for research in China[J]. Language Teaching Research, 2011, 15(1): 61-81.
[11]Sato K, Kleinsasser R C. Communicative language teaching (CLT): Practical understandings[J]. The Modern Language Journal, 1999, 83(4): 494-517.
[12]Humphries S, Burns A. ‘In reality it’s almost impossible’: CLT-oriented curriculum change[J]. ELT journal, 2015, 69(3): 239-248.
[13]Hu G. ‘CLT is best for China’—an untenable absolutist claim[J]. ELT journal, 2005, 59(1): 65-68.
[14]Hu G. Contextual infl uences on instructional practices: A Chinese case for an ecological approach to ELT[J]. Tesol Quarterly, 2005, 39(4): 635-660.
[15]Holliday A. Appropriate methodology and social context[M]. Cambridge University Press, 1994.
DOI: http://dx.doi.org/10.18686/modern-management-forum.v7i4.8049
Refbacks
- There are currently no refbacks.
