The pedagogical status of ELT in China: challenges and issues
There have been many kinds of teaching methodologies in ELT. Of these approaches, some were more popular than others in university teaching in China viz. the Grammar Translation method, the Audio-lingual method, the Communicative Approach. Among these approaches, the most dominant is the product-...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
2004
|
| Online Access: | http://journalarticle.ukm.my/3112/ http://journalarticle.ukm.my/3112/ http://journalarticle.ukm.my/3112/1/1.pdf |
| Summary: | There have been many kinds of teaching methodologies in ELT. Of these approaches, some were
more popular than others in university teaching in China viz. the Grammar Translation method,
the Audio-lingual method, the Communicative Approach. Among these approaches, the most
dominant is the product-based, teacher-centred learning characteristic of the Grammar
Translation method which has dominated ELT in China as seen in curriculum, textbooks and
educational thinking. Though its place has been taken over by the Audio-lingual and the
Communicative Method, its influence still remains. |
|---|