英语论文网

e whole picture of the existing related studies and enables the researcher tolearn from their predecessor’s works.First, Communicative language teaching (CLT) and its application in China willbe reviewed to help further illustrate the background of the study. Next, the students’negative attitude towards CLT and Chinese culture related will be covered to set astage for this study. Then, a brief view of speaking studies will be stated to furtherillustrate the necessity of the study. Finally, relevant studies which could shed light onthis writing will be elaborated.

2.1 Definition of CLT
For much of the 20thcentury, language teaching had been strongly influenced byBloomfieldian theories represented by his structuralism where the principles had beenfocused on the grammar of the language (Nunan, 1991). Although these approacheshad taken root in, and also drawn support from Chinese culture, hence it becamepopular among Chinese teachers and learners, it had failed to develop adequatecommunicative competence (the ability to use language effectively for communication in different contexts) among millions of Chinese learners (Hu,2002b).To deal with this problem, another reformation movement in language pedagogywas taken in China since the late 1980s. An important language teaching approachwas introduced into China at this time and tremendous efforts and resources had beenput into the practice of it in the Chinese context including renovating of curricula andsyllables in different levels of education, producing communicative-orientedtextbooks and the matched testing systems and also the upgrading teachers’knowledge in language teaching theories and pedagogies. All of these are guided bythe principles and practices of CLT (Adamson& Morris, 1997, Hu, 2002a).
.........

2.2 Chinese Students Reticence in Classroom
A survey conducted by researchers in a mid-western comprehensive university inthe United States found out that reticence was a wide-spread phenomenon in Asianclassrooms, which explained why CLT was hindered in its implementation in China.According to the research, the reasons could be grouped into the following generalcategories. Firstly, student behavior is impacted by previous learning experience suchas exam focus and teaching methods. Secondly, student behavior is influenced byculture. Thirdly, limited language ability inhibits student anticipation. These threefactors will be detailed in the following sections.
.........

Chapter Three Research Methods........24
3.1 Choice of Qualitative ResearchApproach......24
3.2. Research Participants and Questions....... 25
3.3 Data Collection......27
3.3.1 Observation.......27
3.3.2 Interview..... 28
3.4 DataAnalysis........ 29
3.5 Validation and Reliability Checks.......32
Chapter Four Factors Contribute to Students PositiveAttitude.....35
4.1 Learning Experience before College.........36
4.2 The Importance of Teachers....41
4.3 Enjoying Western Culture.......48
4.4Appreciating English.........51
4.5 Developing Speaking Skills....54
4.5.1Advantages in Career and Life........54
4.5.2 Sense of Superiority......55
4.6 Emergent Theory.........56
Chapter Five Conclusion....58
5.1 Summary.........58
5.2 Findings.....59
5.3 Implications for Teaching English...... 61
5.4 Suggestions for F