Communicative Language Teaching: Practical Difficulties in the Rural EFL Classrooms in Taiwan

Autor/in	Huang, Shu-Hsiu
Titel	Communicative Language Teaching: Practical Difficulties in the Rural EFL Classrooms in Taiwan
Quelle	In: Journal of Education and Practice, 7 (2016) 24, S.186-202 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Communicative Competence (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Educational Change; Sociocultural Patterns; School Administration; Language Teachers; Statistical Analysis; Rural Areas; Interviews; Teacher Attitudes; Native Language; Parent Attitudes; Learning Motivation; Qualitative Research; Questionnaires; Language Proficiency; Classroom Techniques; Textbooks; Standardized Tests; Junior High School Students; Taiwan + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsreform; Soziokulturelle Theorie; Language teacher; Sprachunterricht; Statistische Analyse; Rural area; Ländlicher Raum; Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Motivation for studies; Lernmotivation; Qualitative Forschung; Fragebogen; Language skill; Language skills; Sprachkompetenz; Klassenführung; Textbook; Text book; Schulbuch; Lehrbuch; Standadised tests; Standardisierter Test; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	English education in Taiwan has experienced a number of modifications over the past decade. The Ministry of Education (MOE) has initiated several reforms since 1994 with a purpose of changing the pedagogy, focusing on grammar-translation, to a more communicative one aim at cultivating learners of greater communication proficiency for the demands resulting from internationalization and globalization. Although the outcome may be promising, the process has proven to be challenging. The studies regarding Communicative Language Teaching (CLT) in many EFL settings suggested that factors, associated with socio-culture, school administration, classroom dynamics and personnel, have negatively influenced teachers' willingness to implement CLT. Notwithstanding the comprehensive discussion about the difficulties, rare were they related directly to rural teachers whose experiences might be different from their urban peers. Their distinct insight and impressions are necessary, and therefore worthy of the investigation in order to further understand the whole CLT-resulted phenomena. Using a multi-methodological approach of quantitative survey and qualitative interview, this study aims at uncovering the difficulties rural EFL teachers have encountered when implementing CLT in their classrooms. Seventy-five teachers were surveyed. Based on their participating willingness, 15 of them were further contacted for in-depth interviews. The result of the study revealed that besides the repeated issues, the teachers have faced problems, including students' low L1 cognitive resources, parents' indifferent attitudes toward communicative-English education, and the assortment of students of heterogeneous language skills into the same class, which are unique to the rural setting because of geographical and socio-economic confinement. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01