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首页> 外文学位 >Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level.
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Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level.

机译：中国英语教师对大学英语交际教学的理解。

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摘要

Communicative language teaching (CLT) has been extensively discussed and researched, especially in an English as a second language (ESL) context. Some literature has also explored the adaptation of CLT in English as a foreign language (EFL) environments, such as in Asian countries like China. No research, however, has been conducted with consideration given to a specific group of teachers who teach non-English major students at the tertiary level in China. The present study was designed to investigate Chinese university teachers' perception of the implementation of CLT in non-English major programs in China.; This study first differentiates ESL and EFL environments, and then distinguishes the characteristics of CLT and of the traditional Chinese teaching methodology. Second, this study examines how the implementation of CLT is perceived by the university teachers of non-English major programs and whether there exist some constraints that impede the implementation of CLT at the tertiary level in China.; The results show that the adaptation of CLT to the Chinese context is welcomed by university teachers of non-English major programs. However, in the implementation of CLT in the teaching of non-English major students, there are difficulties arising from four directions, namely, the educational system, the EFL context, the cultural tradition, and the students. The results suggest that only by overcoming the difficulties from those four sources and by creating more favorable conditions for the implementation of CLT can teachers of non-English major programs in China implement CLT in their daily teaching practice.
机译：交流语言教学（CLT）已被广泛讨论和研究，尤其是在英语作为第二语言（ESL）的背景下。一些文献还探讨了英语作为外语（EFL）环境对CLT的适应，例如在中国这样的亚洲国家。但是，目前还没有针对特定的教师群体进行研究，这些教师在中国的大学阶段教授非英语专业的学生。本研究旨在调查中国大学教师对中国非英语专业课程中实施CLT的看法。本研究首先区分ESL和EFL环境，然后区分CLT和传统中文教学方法的特征。其次，本研究探讨了非英语专业课程的大学教师如何看待CLT的实施，以及是否存在一些制约因素阻碍了中国高等教育在CLT的实施。结果表明，非英语专业课程的大学教师都欢迎CLT适应中国语境。但是，在非英语专业学生的教学中实施CLT时，教育体系，EFL语境，文化传统和学生这四个方向都存在困难。结果表明，只有克服这四个方面的困难，并为实施CLT创造更有利的条件，中国非英语专业的教师才能在日常教学实践中实施CLT。

著录项

  • 作者

    Li, Ping.;

  • 作者单位

    McGill University (Canada).;

  • 授予单位 McGill University (Canada).;
  • 学科 Education Bilingual and Multicultural.
  • 学位 M.A.
  • 年度 2004
  • 页码 98 p.
  • 总页数 98
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 H-4;
  • 关键词

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