Adapting Communicative Language Teaching Approach to China’s Context

In their opinion in countries that English is not their native language it has negative impact on culture and mother tongue. However, there are many reasons that demonstrated that use of English as a medium of instruction have positive impact on everyone’s life. As a study clearly says that student has the ability and skills to learn many languages (Begg, 2012). He adds that teaching a language in schools as a first or second language qualitatively vary because if all higher-study materials are in English so students to needs to be proficient in that language and that transition is smooth from school to college or college to university. In addition he clearly mentioned that” Junking English as a medium of education will only push us back”. For instance, there are many people he studied in English that now became successful in their life, Indira Gandhi, Jyoti Basu, Ratan Tata, Sunil Gavaskar, Amitabh Bachchan and a million of people who are leaders and successful (Begg, 2012). Therefore, all of these researches widely declare that English as a medium of instruction has benefits to improve educational system of and to develop a country that English is not their native

Schools around the world teach English to their students. In Europe especially 85 percent of students learn English as their second language (Source B). Why spend time learning another’s language while they already speak your own? There is no concrete justification. English is already one of the most spoken languages around the world and it continues to grow diminishing the value of other languages. Responses to this may include that while English is very widespread the future of languages is unpredictable, English may not in fact become the ‘global language’ it aspires to be(Source F). Mandarin is a language spoken by many people, it’s reach isn’t as far but China is an emerging superpower so who’s to say Mandarin won't become the ‘global language’. But, for now we must live in the present and not be ignorant of the fact that here and now English is the one at an upward

English plays a big role in managing Malaysian’s everyday life. Students in Malaysia might face difficulty in learning English as it is not the first language among them. Marlyna, Tan and Khazriyati’s (2007) study on interference effect of Bahasa Malaysia in the acquisition of English literacy among Form One students discovered that most of the students have difficulty in using the correct English grammar, and made mistakes in the usage of articles and subject-verb agreement. In addition, the problems in speaking, listening, or even to interact with their teacher are also the commons problem faced by the

This approach was very advanced for the time. It revolutionised the strategies of language learning and also changed the role of the language teachers as well as the language learners. In contrast with some of the methodologies previously adopted, its main goal is to teach the scholars the ability to communicate. Thereby, Communicative Language Teaching bases itself upon the concept of language competence, which is considered the actual basis of proficiency in a language. Hence, teaching activities involve students in real-life communicative situations in which the communicative task is of more importance than the grammatical accuracy. Other exercises such as games, songs, problem solving and role-plays also are used in classrooms. It must be said that each of these activities are sowed on the learners needs, therefore, if the class

Many countries in Asia like China, Japan, UAE, Sri Lanka, Singapore etc., adopted English as a foreign language not as a second language. Because considering English as a second language and as a Foreign Language is different in their view point. They view that outside of the classroom, English is not that much useful. They teach all the subjects in their mother tongue but in India if one is unable to speak in English he becomes a tabooed person. Many Asian countries treat the pupil’s age, sex, race, attitude, intelligence and grasping power in teaching English. Indian teachers neglect this aspect. For ex: a speaker from Hyderabad emphasizes more vowels before many words because of the influence of Urdu. Straight – Istraight. And a Bihari pronounces ‘sh’ as ‘s’ because of the influence of Kharboli. Teachers don’t take into consideration of this aspect and mistreat students. So teachers have to choose the methodology as suit their classroom and environment. If teacher takes all the factors into consideration classroom becomes more meaningful. All the methods are not meaningful when teacher choose them as per the needs of the classroom.

This paper attempts to better educate general education classroom teachers about working with Chinese-speaking English Language Learner (ELL) students. The audience for this paper is teachers who do not have knowledge of Chinese language and culture or a history of working with Chinese ELLs. Through a discussion of Chinese educational culture, a comparison of Chinese and English languages, and a list of suggested teaching strategies, this author hopes to provide valuable information for classroom teachers to improve their work with Chinese ELLs. Similarities and differences between Chinese and English will be highlighted so that teachers can gain a better understanding of what will be completely new to Chinese ELL students in a United States school, and what previous knowledge these students have that they can transfer to their study of English.

Students can learn language skills very quickly by participating in different activates like JAM, Debate, Extempore, Role-play, Mock- Group Discussions, vocabulary games presentations, seminars etc. so teacher should be confident and competent to lead the students towards proficient in English language. They become proficient in English by learning language skills (listening, speaking, reading and writing). It is great challenge to the Modern English teacher to make the students expert in English. This paper aims at to discuss role of English teacher, challenges in teaching English language in modern era and ways to learn language skills through different sources.

According to Cook (2003), the focus of Communicative Language Teaching Method is primarily social. Therefore, its main goal is to enable the learners to communicate successfully in the target language. In order to achieve that goal, the learners have to be communicatively competent. Communicative competence can be defined according to Saville and Troike (2003) as “What a speaker needs to know to communicate appropriately within a particular language community”. Which means that the learners in Communicative Language Teaching method will not only know the vocabulary, phonology and grammar, but also they’ll know how to use the language for several purposes, how to differentiate between the uses of the language depending on the situations and the participants and they’ll able to classify and produce different kinds of texts. In addition, able to do all of these effectively with appropriate, accurate and fluent language (Saville-Troike, 2006, p. 100).

The modern world is not what it was three decades ago. Modern globalization has increased the level of cultural exchanges in the international realm. To note, the level of contact between the United States and China has increased significantly. The two countries have recorded increased trade relations. The Office of the United States Trade Representatives reported that trade relations between the two countries amounted to $579 billion in 2012. Since then, this figure has been increasing. Other areas have also been influenced by the increased contact between the two nations. The education center is one such area. The United States has witnessed a steady growth in the number of Chinese students, particularly in the college level. This has created various challenges for the teachers handling this population. This paper analyzes the Chinese cultural intersection and examines the best models for teaching this demographic of English language learners.

The way English is taught around the world contributes to linguistic imperialism. Other countries’ English programs are “a vital site for social and linguistic reproduction, and the inculcation of relevant knowledge, skills, and attitudes, and therefore particularly central in processes of linguistic hierarchism” (Phillipson 245). In other words, proper education is key when it comes to learning English. ELL students rely on receiving outstanding education in order to contribute to the success of the English speaking world. Without proper education, these students may not be able to keep up with how fast the English language is becoming the standard of the world. They could fall behind along with their country if they do not live up to that standard. EFL programs vary in English speaking countries and consist of different methods of teaching students to learn the language. One of these methods is the dual-language method, which consists of learning English alongside a student’s native language. This is not always ideal for parents, who “advocate English-only classes, hoping for a fast-track approach. Although English-only classes may help with spoken fluency, it has not been proven effective for learning the written aspects of the language” (Lynch). The desire for their children to keep up with the English speaking world is behind these parents’ criticism of the dual-language method. However, English is not easy to teach, especially alongside another language.

With the continuous reform of college English，the computer –aided teaching mode is rising quietly and pervasively in China. Educators strongly hold that it is greatly important and necessary to apply multimedia in college English teaching. In the new era, with the rapid development of science and technology, “Computer and English” has become two indispensable skills. The College English Curriculum Requirements issued by Ministry of Education proposed using the internet as a medium to better English teaching and learning in higher education. However, traditional teaching of English has shown more and more shortcomings, such as teacher-dominating teaching, single teaching mode, boring learning material, which has hindered the students to greatly improve in English learning. Until now, more and more research and study about college English learning has been carried out. Varieties of teaching methodologies and teaching modes are applied in English teaching. However, the teaching effect is far from satisfying.

This method has its roots in communicative language approach where teaching is done completely through communicative tasks rather than focusing on grammatical

When teaching adult learners English in Taiwan (the EFL setting), I taught vocabulary, grammar, reading skills, and structures of essays through utilizing readings deriving from the news, articles in magazines, short fiction and non-fiction, and models of essays. When teaching writing, I adopted graphic organizers, drawings, and guiding questions to introduce components of an essay and to develop students’ writing competence. Moreover, I designed courses to allow students to choose topics that they were interested in or relevant to their daily lives for their assignments. Furthermore, I gave mini-lessons on grammar, especially when most students made similar grammatical mistakes. Additionally, I employed Communicative Approach and selected popular topics (e.g., news, hobbies, travel, and favorite local and exotic food) to instruct students in English speaking. For listening, I utilized popular English songs, news videos, and excerpts from TV shows and audiobooks to enhance their listening competence. Since I incorporated various instructional materials and adopted different teaching methods and techniques, my students expressed that they enjoyed learning, and their academic performance showed great achievement. Those students who were afraid to speak English in the first class were willing to express their opinions and involved in class discussions in English

Students learning English are expected to learn the foreign language, English based on various experiments, studies, concepts, and theories. However, focusing on the principles of learning a new language sets forth high standards if applied appropriately. Learning English inquires language acquisition principles that will focus on learning strategies, content, context, meaning and knowledge. The article Principles of Instructed Second Language Acquisition by Rod Ellis is a very meaningful article that acknowledges and explains in detail the principles of language acquisition and how to imply such learning principles within the classroom setting. This essay will summarize the article important points along with my opinions and how might

In this globalization era, the value of English as an international language is significantly escalating in different aspects. Its significance is considered in classroom to prepare students in their future line of endeavor. Despite the innumerable benefits that English language can give, it has still a wide variety of components that are needed to be considered and examined in