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9722612 York 9722612 York Presentation Transcript

  • Chinese student’s perceptions of communicative and non-communicative activities in EFL Classroom Presenter: York Chi 戚禎祐 Instructor: Dr. Pi-Ying Hsu Date: October 27, 2008
    • Rao, Z. (2002). Chinese students’ perceptions of
    • Communicative and non-communicative
    • activities in EFL classroom. System , 30 (1) ,
    • 85-105.
  • Content
    • I. Introduction
    • II. Research Questions
    • III. Research Methodology
    • IV. Result & Conclusion
    • V . My research
  • Introduction
    • Recent attempts to introduce CLT into EFL
    • teaching in China have provoked a great
    • deal of comment and debate.
    • (Rao, 2002)
  • Introduction
    • The reason for this is because some accounts
    • have emphasized the value of adopting CLT in
    • China, others have noted the importance of
    • Chinese traditional ways of teaching and learning.
    • (Rao, 2002)
  • Introduction
    • Therefore, the debate on English teaching
    • methodology and the study of Chinese students’
    • response to CLT deserves particular attention.
    • (Rao, 2002)
  • Literature review
    • Littlewood(2000) discovered that “ the stereotype
    • of Asian students as ‘obedient listener’-whether
    • or not it is a reflection of their actual behavior in
    • class-does not reflect the role they would like to
    • adopt in class”.
    • ( Littlewood, 2000, p. 33)
  • Literature review
    • Block(1994) found that “teachers and
    • learner’s operate according to different
    • system for describing and attributing purpose
    • to task”.
    • (Block, 1994, p. 473)
  • Purpose
    • To investigate Chinese students’ perceptions of
    • communicative and non-communicative activities in
    • EFL classroom.
  • Research Questions
    • What are the students’ perceptions of
    • communicative and non-communicative
    • activities in EFL classroom?
    • What are their perceived difficulties in an EFL
    • class exclusively conducted by a teacher using
    • CLT?
  • Research Methodology
    • Questionnaire
    • Semi constructed interview
    • Data analysis
  • Research Methodology 10 Interviewee Follow Patton’s maximum variation sampling Ways of selecting interview informants 100% Response rate 30 Chinese university students majoring in English in Jianxi Normal University, China Participants
  • Result & Conclusion
    • Findings :
    • The survey suggest that students liked non
    • communicative activities more than communicative
    • one.
    • Most students think traditional activities were still
    • effective to facilitate their English learning.
  • Result & Conclusion
    • All 30 students reported that they would like the
    • teacher to explain a grammatical rule that is printed
    • in the textbook in English.
    • Most students had taken up mother-tongue
    • avoidance strategy in the classroom.
  • Result & Conclusion
    • Students’ belief in obedience to the teacher in the
    • classroom had undergone a certain change.
    • Any attempt to teach English in a communicative
    • way without taking in to account the actual teaching
    • circumstances would lead to a failure.
  • Result & Conclusion
    • Difficulties:
    • Lack of motivation and communicative competence
    • Traditional learning styles and habits
    • EFL situations
  • Result & Conclusion
    • Suggestions:
    • Avoiding student’s misconceptions of CLT
    • Balancing the relationship between linguistic competence and communicative competence
    • Creating authentic communicative scenarios for the real use of the language
    • Making full use of any materials available
  • My Research Questionnaires, semi constructed interview, and data analysis Methodology Non-English major Freshmen and Sophomores at CYUT Participants How Communicative Approach influences Taiwanese University students’ learning motivation Topic
  • Thank you for your attention.