9722612 York


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9722612 York

  1. 1. 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
  2. 2. <ul><li>Rao, Z. (2002). Chinese students’ perceptions of </li></ul><ul><li>Communicative and non-communicative </li></ul><ul><li>activities in EFL classroom. System , 30 (1) , </li></ul><ul><li>85-105. </li></ul>
  3. 3. Content <ul><li>I. Introduction </li></ul><ul><li>II. Research Questions </li></ul><ul><li>III. Research Methodology </li></ul><ul><li>IV. Result & Conclusion </li></ul><ul><li>V . My research </li></ul>
  4. 4. Introduction <ul><li>Recent attempts to introduce CLT into EFL </li></ul><ul><li>teaching in China have provoked a great </li></ul><ul><li>deal of comment and debate. </li></ul><ul><li>(Rao, 2002) </li></ul>
  5. 5. Introduction <ul><li>The reason for this is because some accounts </li></ul><ul><li>have emphasized the value of adopting CLT in </li></ul><ul><li>China, others have noted the importance of </li></ul><ul><li>Chinese traditional ways of teaching and learning. </li></ul><ul><li>(Rao, 2002) </li></ul>
  6. 6. Introduction <ul><li>Therefore, the debate on English teaching </li></ul><ul><li>methodology and the study of Chinese students’ </li></ul><ul><li>response to CLT deserves particular attention. </li></ul><ul><li>(Rao, 2002) </li></ul>
  7. 7. Literature review <ul><li>Littlewood(2000) discovered that “ the stereotype </li></ul><ul><li>of Asian students as ‘obedient listener’-whether </li></ul><ul><li>or not it is a reflection of their actual behavior in </li></ul><ul><li>class-does not reflect the role they would like to </li></ul><ul><li>adopt in class”. </li></ul><ul><li>( Littlewood, 2000, p. 33) </li></ul>
  8. 8. Literature review <ul><li>Block(1994) found that “teachers and </li></ul><ul><li>learner’s operate according to different </li></ul><ul><li>system for describing and attributing purpose </li></ul><ul><li>to task”. </li></ul><ul><li>(Block, 1994, p. 473) </li></ul>
  9. 9. Purpose <ul><li>To investigate Chinese students’ perceptions of </li></ul><ul><li>communicative and non-communicative activities in </li></ul><ul><li>EFL classroom. </li></ul>
  10. 10. Research Questions <ul><li>What are the students’ perceptions of </li></ul><ul><li>communicative and non-communicative </li></ul><ul><li>activities in EFL classroom? </li></ul><ul><li>What are their perceived difficulties in an EFL </li></ul><ul><li>class exclusively conducted by a teacher using </li></ul><ul><li>CLT? </li></ul>
  11. 11. Research Methodology <ul><li>Questionnaire </li></ul><ul><li>Semi constructed interview </li></ul><ul><li>Data analysis </li></ul>
  12. 12. 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
  13. 13. Result & Conclusion <ul><li>Findings : </li></ul><ul><li>The survey suggest that students liked non </li></ul><ul><li>communicative activities more than communicative </li></ul><ul><li>one. </li></ul><ul><li>Most students think traditional activities were still </li></ul><ul><li>effective to facilitate their English learning. </li></ul>
  14. 14. Result & Conclusion <ul><li>All 30 students reported that they would like the </li></ul><ul><li>teacher to explain a grammatical rule that is printed </li></ul><ul><li>in the textbook in English. </li></ul><ul><li>Most students had taken up mother-tongue </li></ul><ul><li>avoidance strategy in the classroom. </li></ul>
  15. 15. Result & Conclusion <ul><li>Students’ belief in obedience to the teacher in the </li></ul><ul><li>classroom had undergone a certain change. </li></ul><ul><li>Any attempt to teach English in a communicative </li></ul><ul><li>way without taking in to account the actual teaching </li></ul><ul><li>circumstances would lead to a failure. </li></ul>
  16. 16. Result & Conclusion <ul><li>Difficulties: </li></ul><ul><li>Lack of motivation and communicative competence </li></ul><ul><li>Traditional learning styles and habits </li></ul><ul><li>EFL situations </li></ul>
  17. 17. Result & Conclusion <ul><li>Suggestions: </li></ul><ul><li>Avoiding student’s misconceptions of CLT </li></ul><ul><li>Balancing the relationship between linguistic competence and communicative competence </li></ul><ul><li>Creating authentic communicative scenarios for the real use of the language </li></ul><ul><li>Making full use of any materials available </li></ul>
  18. 18. 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
  19. 19. Thank you for your attention.