韦启卫SIELLS Reflections on EFL Teaching in China.pptVIP

* * * Reflections on EFL Teaching and Research in China:Perception, Practice and Paradigm Special Issues on English Language and Literature Studies (SIELLS) An obligatory course for the Master of Arts in Teaching (MAT-English) School of Foreign Languages Qiannan Normal University for Nationalities (QNUN) Duyun, Guizhou, 558000 Lecture 1 by Wei Qiwei 韦启卫 School of Foreign Languages Qiannan Normal University for Nationalities Email: 807422017@ Mobilephone:* A thousand teachers, a thousand methods. * A thousand teachers, a thousand methods. * Outlines of the lecture 1. Methods of language teaching 2. Misconceptions in EFL teaching and research in China 3. A contextualized language model 4. Confucianism as pedagogy * Methods of language teaching 1) Grammar-translation approach 2) Direct approach 3) The natural approach 4) Audio-lingual method 5)Situational language teaching 6) Suggestopedia 7) Total physical response (TPR) 8) Communicative language teaching (CLT) 9) Task-based language approach 10)Content-based instruction teaching * 2. Misconceptions in EFL teaching and research in China Communicative language teaching vs. Grammar-translation method Since Hymes (1972) coined “communicative competence”, CLT has become the most popularised approach to language teaching. An account of theories of language teaching and learning without including this would be rendered incomplete. The literature often sets CLT in polarity against a more traditional approach such as the traditional Grammar-translation method. Blindly overestimated communicative method and belittle traditional method * A more typical argument is that “language is learnable, but not teachable”. The “deaf and mute” learner syndrome in Chinese English classroom is attributed to Grammar-translation instruction. Learners and teachers are aspired to acquire an identifiable native speaker English accent (e.g. American or British English). Chinese or China English is generally refer