Abstract
With the popularity of the Internet and the development of globalization, English has become a required skill. But under the traditional teaching methods, the problems of “Chinglish” and dumb English have been criticized and brought to attention widely. Since brought into China by the end of the 1970s, the Communicative Approach has been applied quickly and widely in urban schools and made great achievements. Nevertheless, with the limitation of teaching levels and educational equipment, teaching methods used in rural schools still remain traditional ones. Rural students show little enthusiasm for learning English, and their ability in using English has evident gap with students’ from urban areas.
Applying CLT in Class 6, Grade 7 in Gaogou Middle School for one semester, the author aims to research the following three questions in empirical study by collecting and analyzing data of language tests and questionnaires: 1) the efficacy and validity of CLT when students have already been accustomed to the traditional methods, and the transition of applying CLT from the traditional teaching methods, 2) the suitability and practicability of CLT in completing teaching tasks, developing students’ interest and other aspects, 3) the practical difficulties in applying CLT in rural middle schools.
Keywords: rural middle school; English teaching; the Communicative Approach; application
Contents
Abstract
摘要
1. Introduction-1
2. Literature Review-1
2.1 Definitions of the related concepts-1
2.2 The development of CLT research abroad and at home-3
2.3 Theoretical basis of the research-4
2.4 From traditional teaching methods to Communicative Approach-6
3. Teaching Experiment in Gaogou Middle School-6
3.1 Background information-6
3.2 Experiment design-7
3.3 Application of CLT in Class Six, Grade Seven of Gaogou Middle School-8
4. Data Collection and Analysis-11
4.1 Data of language tests-11
4.2 Data of questionnaires-12
5. Conclusion-13
5.1 Major findings of the study-13
5.2 Limitations of the present study-14
Works Cited-16
Appendix-17
