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Communicative Language Teaching and ...

Wang, Jingjing.

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Communicative Language Teaching and its impact on teachers' professional practices at tertiary level in China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Communicative Language Teaching and its impact on teachers' professional practices at tertiary level in China./
作者:	Wang, Jingjing.
面頁冊數:	363 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2222.
Contained By:	Dissertation Abstracts International61-06A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9975714
ISBN:	9780599813434

Communicative Language Teaching and its impact on teachers' professional practices at tertiary level in China.
Wang, Jingjing.

Communicative Language Teaching and its impact on teachers' professional practices at tertiary level in China. - 363 p.

Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2222.

Thesis (Ph.D.)--Hong Kong Polytechnic University (Hong Kong), 2000.

This item must not be sold to any third party vendors.

The purpose of this study is to investigate the extent to which English language teachers at tertiary level in Mainland China have employed the key Innovative practices associated with Communicative Language Teaching (CLT) in their everyday teaching. These features relate to the types of classroom activity employed, lite range of materials used, the methods of error treatment applied, the amount of mother tongue used and the methods of treatment of grammar applied. It also aims to explore the factors that promote or inhibit the introduction and application of the key innovative features of CLT. The ultimate purpose of the project is to explore the possible mechanisms which can be set up to assist teachers to sustain innovative practices in their daily teaching so as to help them develop professionally.

ISBN: 9780599813434Subjects--Topical Terms:

532624
Language arts.

Communicative Language Teaching and its impact on teachers' professional practices at tertiary level in China.
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245 1 0 $a Communicative Language Teaching and its impact on teachers' professional practices at tertiary level in China.
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500 $a Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2222.
500 $a Advisers: Grahame Bilbow; William Littlewood.
502 $a Thesis (Ph.D.)--Hong Kong Polytechnic University (Hong Kong), 2000.
506 $a This item must not be sold to any third party vendors.
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520 $a The purpose of this study is to investigate the extent to which English language teachers at tertiary level in Mainland China have employed the key Innovative practices associated with Communicative Language Teaching (CLT) in their everyday teaching. These features relate to the types of classroom activity employed, lite range of materials used, the methods of error treatment applied, the amount of mother tongue used and the methods of treatment of grammar applied. It also aims to explore the factors that promote or inhibit the introduction and application of the key innovative features of CLT. The ultimate purpose of the project is to explore the possible mechanisms which can be set up to assist teachers to sustain innovative practices in their daily teaching so as to help them develop professionally.
520 $a Both quantitative and qualitative data were collected, analyzed and interpreted, using as data sources a survey questionnaire for teachers, classroom observations, a survey questionnaire for the students, and in-depth interviews with the teachers observed. Teachers' classroom practices, both perceived and actual, were investigated with regard to the extent to which changes in the five key aspects associated with CLT had taken place. An analysis of responses to the survey questionnaires for both teachers and students was conducted. The findings indicate that teachers perceive that their classroom teaching has become more communicatively-oriented, especially in the areas of methods of error treatment, amount of mother tongue use and methods of grammar teaching. However, the results also indicate that traditional classroom features, such as teaching which is focussed on the textbook or explaining new words in vocabulary lists by giving definitions and examples, are still very common. The findings also show that it may not be the training respondents receive but the type of students they teach that determines the extent to which they apply innovative practices in their teaching. Teachers' actual classroom practices were analyzed and investigated using classroom observations. They reveal a more reliable and holistic picture of the extent to which the key innovative features associated with CLT are being employed by teachers. The results correspond closely to the survey questionnaire outcomes except in the areas of error treatment and mother tongue use. Differences have been noted between ATTC (Advanced Teacher Training Course) and non-ATTC trained teachers and between English and non-English major teachers with regard to types of classroom activity, range of materials and mother tongue use. (Abstract shortened by UMI.).
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