Benefits and Limitations of Using a Communicative Language Teaching (CLT) Approach in China
论文作者:51lunwen论文属性:硕士毕业论文 dissertation登出时间:2007-07-13编辑:点击率:9197
论文字数:5500论文编号:org200707132131521983语种:英语 English地区:中国价格:$ 88
关键词:
Benefits and Limitations of Using a Communicative Language Teaching (CLT) Approach in China
Table of Content
1. Introduction 2
2. Communicative Approach and Communicative Competence 2
2.1 Background 2
2.2 Communicative Language Teaching Approach 2
2.2.1 What is Communicative Language Teaching Approach? 2
2.2.2 Main features of a Communicative English class 2
2.3 Communicative Competence 2
2.3.1 Content of Communicative Competence 2
2.3.2 Significance of the theory of Communicative Competence 2
3. Analysis of Communicative Language Teaching Approach in China 2
3.1 The Historical Background of the English Teaching in China 2
3.2 Development of Communicative Language Teaching Approach in China 2
3.3 Informal and Formal Approaches to Communicative Language Teaching 2
3.3.1 Acquisition and Learning 2
3.3.2 Informal and Formal Approaches 2
3.4 Application of Communicative Language Teaching Approach in Middle School English Teaching in China 2
3.4.1 Objective of CLT Approach in Middle School in China 2
3.4.2 Principle and Guidelines for Communicative Teaching 2
3.4.3 Developing Communicative Competence through Communicative Activities 2
3.4.4Teachers' Role in a Communicative Teaching 2
3.4.5 Benefits and Limitations of Applying CLT in English Teaching in China 2
4. Reflections and Suggestions 2
4.1 Misinterpretation about CLT 2
4.1.1 Fallacy One: CLT doesn't Need Grammar 3
4.1.2 Fallacy Two: CLT Stresses Only Oral English 3
4.1.3 Fallacy Three: CLT Takes the Form of Pair Work 3
4.2 Suggestions for Improving CLT 3
4.2.1 Adopting CLT with Chinese characteristics in English Learning for Communication. 3
4.2.2 Emphasizing the Importance of Theory and Capacity in Language Teaching for Teachers 3
5. Conclusion 3
Reference 3
1. Introduction
2. Communicative Approach and Communicative Competence
2.1 Background
2.2 Communicative Language Teaching Approach
2.2.1 What is Communicative Language Teaching Approach?
2.2.2 Main features of a Communicative English class
2.3 Communicative Competence
2.3.1 Content of Communicative Competence
2.3.2 Significance of the theory of Communicative Competence
3. Analysis of Communicative Language Teaching Approach in China
3.1 The Historical Background of the English Teaching in China
3.2 Development of Communicative Language Teaching Approach in China
3.3 Informal and Formal Approaches to Communicative Language Teaching
3.3.1 Acquisition and Learning
3.3.2 Informal and Formal Approaches
3.4 Application of Communicative Language Teaching Approach in Middle School English Teaching in China
3.4.1 Objective of CLT Approach in Middle School in China
3.4.2 Principle and Guidelines for Communicative Teaching
3.4.3 Developing Communicative Competence through Communicative Activities
3.4.4Teachers' Role in a Communicative Teaching
3.4.5 Benefits and Limitations of Applying CLT in English Teaching in China
4. Reflections and Suggestions
4.1 Misinterpretation about CLT
4.1.1 Fallacy One: CLT doesn't Need Grammar
4.1.2 Fallacy Two: CLT Stresses Only Oral English
4.1.3 Fallacy Three: CLT Takes the Form of Pair Work
4.2 Suggestions for Improving CLT
4.2.1 Adopting CLT with Chinese characteristics in English Learning for Communication.
4.2.2 Emphasizing the Importance of Theory and Capacity in Language Teaching for Teachers
5. Conclusion
Reference
论文题目:What would be the benefits and limitations of using a communicative language teaching (CLT) approach in
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