交际教学法在南昌高中的应用情况调查-课程与教学论专业论文.docxVIP

PAGE PAGE 10 Abstract Since the late 1980s there has been a movement to reform English language teaching in China. An important component of this reform has been an effort to import Communicative Language Teaching (CLT) in the Chinese context. Researchers have advocated CLT as an effective teaching method in middle schools. One of the main goals in using this method is to improve communicative competence in English through meaningful communicative activities and task-oriented teaching model of the learners. Despite the widespread adoption of CLT in EFL countries, research suggests that there might be some problems in using CLT. Therefore, this study sets out to investigate application of communicative language teaching in a senior middle school. This study intends to find out the application of CLT in Nanchang senior middle schools. For this purpose, a descriptive research method was used to describe a phenomenon. 11 English teachers and 150 students of 6 classes in NO.7 Middle School took part in the study. They were asked to respond to a questionnaire and participate in an interview. After the data were collected and analyzed, this survey demonstrated the difficulties that teachers and students suffered in the application of CLT in Chinese English classroom. Meanwhile, this survey is designed to explore the possible solutions as well. It is hoped that the implications of the findings of the study will benefit EFL educators in terms of developing students communicative competence. The findings of the study reveal that: (1) the students prefer to be open to various techniques and practices rather than mono-approach. They favor the idea of adopting a meaning-based approach, with grammar taught in class as needed. Their perceptions and attitudes reported in this study represent that to reconcile communicative activities and non-communicative activities in English learning is the best way. (2) This study generally indicates that the majority of teachers have favorab