Presentation v3

Uploaded on


  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 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.