CLT in Practice: The Chinese EFL Context
Abstract
This paper examines the implementation of Communicative Language Teaching (CLT) in the Chinese EFL context, addressing the
challenges posed by exam-oriented education and students' preference for passive learning. It argues for a balanced, localized approach that
integrates traditional language instruction with communicative activities. Practical strategies are suggested, including phased task design,
scaffolded language support, flexible teacher roles, and communication-focused assessment. The article emphasizes the importance of teacher
development and contextual adaptation to foster an environment where students can effectively use English for real communication while
mastering linguistic knowledge.
challenges posed by exam-oriented education and students' preference for passive learning. It argues for a balanced, localized approach that
integrates traditional language instruction with communicative activities. Practical strategies are suggested, including phased task design,
scaffolded language support, flexible teacher roles, and communication-focused assessment. The article emphasizes the importance of teacher
development and contextual adaptation to foster an environment where students can effectively use English for real communication while
mastering linguistic knowledge.
Keywords
Communicative Language Teaching (CLT); Chinese EFL context; Localized implementation
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PDFReferences
[1] Chen, Y. M. (2020). How a teacher education program through action research can support English as a foreign language teachers in implementing communicative approaches: A case from Taiwan. Sage Open, 10(1), 2158244019900167.
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[3] Ellis, R. (1982). Informal and formal approaches to communicative language teaching. ELT journal, 36(2), 73-81.
[4] Feryok, A. (2008). An Armenian English language teacher's practical theory of communicative language teaching. System, 36(2),
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DOI: http://dx.doi.org/10.70711/wef.v3i8.8823
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