Benefits and Limitations of Using a Communicative Language Teaching (CLT) Approach in China

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 China 论文内容：此篇论文主要介绍近几十年来英语教学界比较热门的一种教学方法，交际教学法（CLT）在中国这个具体环境（context）下的的应用过程中的优势及弊端。文章中可包含CLT的definition, characteristics, application, benefits,limitations等内容。 论文类型水平及专业:教育研究专业硕士研究生(MA in Educational Studies)课程论文 字数要求:4000　不包括reference 课程名称：World English(世界英语) 文章要求：以下附导师对文章题目及内容提出的建议 几点提示： 1.文章字体 font 11 points Arial, UK spelling,　不需要abstract 和table of content 2.论文中要有适当引用和参考，包括直接引用（10%）和间接引用（10%或更多）（用自己的话语论述别人的观点），当然更多的要是自己的观点。关于引用，所有文章后面的reference list上列出的参考内容在文章中必须都有体现：