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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.