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  • 1. Factors Affecting the Implementation ofCommunicative Language Teaching in TaiwaneseCollege English Class Presenter : Adam Wang Instructor : Dr. Pi-Ying Teresa Hsu Date : Oct 29, 2012 1
  • 2. CitationChen, M., & Goswami, J. (2011). Factors Affecting theImplementation of Communicative Language Teaching inTaiwanese College English Classes. English Language Teaching,4(2), 3-12. 2
  • 3. Contents 3
  • 4. Introduction 4
  • 5. Definition of TermsCLT = Communicative Language TeachingThis is an approach that emphasizes interaction as boththe means and the ultimate goal of learning a language. 5
  • 6. IntroductionCLT has been introduced in EFL settings to improve students’abilities to use English in real contexts and advocates teachingpractices that develop communicative competence in authenticcontexts. 6
  • 7. Purpose of the studyThis study explores factors that promote or hinder EFL teachers’implementation of Communicative Language Teaching (CLT) inTaiwanese college English classes. 7
  • 8. Principles of CLTCLT reflects a more social relationship between theteacher and learner, and emphasizes the process ofcommunication and leads learners to roles differentfrom the traditional approach. 8
  • 9. Research QuestionsWhat factors promote the implementation of CLT byTaiwanese college English teachers?What factors hinder the implementation of CLT byTaiwanese college English teachers? 9
  • 10. Literature Review 10
  • 11. Literature ReviewThe definition of “communicative competence” is what a speakerneeds to know in order to communicate in a speech community. (Hymes, 1972, p13) 11
  • 12. Literature ReviewLearners are actively engaged in negotiating meaning by tryingto make themselves understood and in understanding otherswithin the classroom procedures and activities. (Richards & Rodgers, 1986) 12
  • 13. Literature ReviewTo increase the number of learners who are able to effectivelycommunicate in English, national language education policies inEFL countries have moved towards CLT since the 1990s. (Littlewood, 2007) 13
  • 14. Literature ReviewThis learner-centered approach gives students a sense of“ownership” of their learning and enhances their motivation. (Brown, 1994) 14
  • 15. Methodology 15
  • 16. Participants 16
  • 17. Methodology 17
  • 18. Semi-structureThis is a method that research used in the socialsciences, while a structured interview has a formalized,limited set questions. 18
  • 19. MethodologyThe interviews were tape-recorded, each interviewlasted 45-60 minutes and rearranged through namingand categorizing to produce a new data. 19
  • 20. Results 20
  • 21. What factors promote the implementation ofCLT by Taiwanese college English teachers? 21
  • 22. Results 22
  • 23. What factors hinder the implementation ofCLT by Taiwanese college English teachers? 23
  • 24. Results 24
  • 25. Conclusion 25
  • 26. Conclusion CLT is an emerging teaching method in college English classes in Taiwan. Teachers are cognizant of its benefits to students wishing to improve their English skills, and to facilitate the implementation of CLT. 26
  • 27. Reflection 27
  • 28. Reflection I have knew more about what CLT is and understand CLT emphasize the interactions with the students. The implementation of CLT involves not only the teacher’s effort, but recognition of the teacher’s voice and incorporating it into educational practices. 28
  • 29. Thank you for your lisTening.