How to Implement Communicative Language Teaching in Chinese Senior High Schools
DOI:
https://doi.org/10.54691/xjsbpy30Keywords:
Communicative Language Teaching, senior high, English teaching, Chinese language learning context.Abstract
Communicative Language Teaching (CLT), which emerged in the 1960s as a response to the limitations of traditional grammar-translation approaches, emphasizes the functional use of language and practical language use in real life. It has been recognized as an effective approach in English teaching. However, integrating CLT into the English curriculum in Chinese senior high schools faces numerous obstacles, including cultural barriers, large class sizes, limited resources, and students’ reluctance. Aiming to harness the full potential of CLT in senior high school English teaching, this article critically examines the adoption problems in Chinese senior high schools and proposes some practical strategies to solve the problems. The significance of learner-centered teaching, collaborative activities, authentic context and comprehensive assessment is emphasized. By addressing these challenges and implementing appropriate strategies, we can significantly improve the effectiveness of CLT in Chinese senior high schools, empowering students to use English for meaningful communication and prepare them for the next phase of their academic and professional lives.
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