Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652674
Title: Towards a communicative English grammar course for Chinese learners
Author: Huang, G. W.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1992
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Abstract:
In the ELT (English Language Teaching) context there have been two interpretations of Communicative Language Teaching (CLT) - the 'weak' version (teaching for communication) and the 'strong' version (teaching through communication). This study explores the feasibility and appropriacy of introducing a weak version of CLT in ELT in general, and in English grammar teaching in particular, at the tertiary level in China. The study is an attempt to lay the foundations for the design of a communicative English grammar course for Chinese English majors, which is intended to complement a communication-oriented general (integrative) course (Li et al, 1987-1989, Communicative English for Chinese Learners), a first Chinese approach to CLT. The thesis begins with a discussion of issues in CLT: communicative competence, theories of language and learning underlying CLT, tasks and task components, communicative methodology, and syllabus design. It is pointed out that two mainstreams of CLT (i.e. syllabus-oriented and methodology-oriented) can be discerned within the weak version, which are commented on and critically assessed. There follows an examination of the current Chinese ELT situation, which not only suggests that the design of a grammar course is necessary but also reinforces the argument that the strong version of CLT is unlikely to be successful in the Chinese ELT context. The thesis then describes the design and administration of a survey of Chinese students' and teachers' perceptions of and attitudes to ELT as well as CLT and reports the results, which indicate the desirability of an approach to CLT tailored to Chinese needs. The survey was carried out in Guanzhou, a city in southern China, and suggests that a weak version of CLT is perceived as both desirable and practicable, although allowance may need to be made for the variation in educational conditions and other factors in other parts of China.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.652674  DOI: Not available
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