The document summarizes a research study on Chinese students' perceptions of communicative and non-communicative activities in EFL classrooms. The study used questionnaires and interviews of 30 Chinese university students to investigate their perceptions. The results found that students preferred non-communicative activities over communicative ones and believed traditional teaching methods were more effective for learning English. Students also reported difficulties with motivation, communicative competence, and traditional learning styles in a communicative classroom approach. The study suggests balancing linguistic competence with communicative skills and creating authentic scenarios when using communicative language teaching.

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. Rao, Z. (2002). Chinese students’ perceptions of Communicative and non-communicative activities in EFL classroom. System , 30 (1) , 85-105.

3. Content I. Introduction II. Research Questions III. Research Methodology IV. Result ＆ Conclusion V . My research

4. Introduction Recent attempts to introduce CLT into EFL teaching in China have provoked a great deal of comment and debate. (Rao, 2002)

5. 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)

6. Introduction Therefore, the debate on English teaching methodology and the study of Chinese students’ response to CLT deserves particular attention. (Rao, 2002)

7. 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)

8. 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)

9. Purpose To investigate Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom.

10. 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?

11. Research Methodology Questionnaire Semi constructed interview Data analysis

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. 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.

14. 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.

15. 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.

16. Result ＆ Conclusion Difficulties: Lack of motivation and communicative competence Traditional learning styles and habits EFL situations

17. 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

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. Thank you for your attention.