Detail The Pedagogy of a Tertiary-level EFL Teacher in the PRC   Oleh:  Lam, Sandra Tsui Eu Jenis: Article from Proceeding Dalam koleksi: 3rd CELC Symposium Proceedings: Selected Papers from the Third CELC Symposium for English Language Teachers 2011, page 195-208. Fulltext: 195-208.pdf (1.67MB) Isi artikel This paper seeks to contribute to a better understanding of the implemented English language pedagogy at schools in the People’s Republic of China in view of the little research that has been done in this area (Zheng & Adamson, 2003). Two questions that have been raised in the literature on English language teachers and learners in China are: “Is there a gap between the officially promoted communicative approach and the actual pedagogy of EFL teachers in Chinese classrooms?” and “Are Chinese students receptive towards classroom practices informed by the communicative approach?” (Barnaby and Sun, 1989; Ellis, 1996; Leng, 1997; Ng & Tang, 1997; Rao, 1996; Yu 2001).This paper reports an indepth, descriptive study of a PRC EFL teacher through lesson observations and interviews at a key university in an inland province,; and a concurrent investigation of student attitudes (through interviews) towards this teacher’s pedagogy, in an attempt to answer the abovementioned questions. The findings challenge the stereotypical views of the Chinese English language teacher and learner. While not entirely subscribing to the Communicative Language Teaching (CLT) approach, the teacher’s pedagogy came across as a principled approach based on the teacher’s personal beliefs about the teaching and learning of the English language, her personal experiences as both student and teacher and her perception of students’ needs. The students, on the other hand, expressed desire for less teacher talk and more opportunities for student participation, contrary to the common perception of the Chinese learner. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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