Communicative language teaching in EFL contexts: Learner attitudes and perceptions

Savignon, Sandra J.; Wang, Chaochang

doi:10.1515/iral.2003.010

Cited by 89 publications

(81 citation statements)

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“…Just two years ago, the study conducted by Jean and Simard (2011) showed that both students and teachers perceived grammar instruction as necessary and effective. In contrast, the findings on CFI in this study well support the research by Savignon and Wang (2003), in which the surveyed subjects (both junior and senior middle school students) showed preferences for meaning-based instruction and disfavored grammar-based instruction. A recent empirical study by Yang (2012) also indicated that college business students held highly positive attitudes toward task-based language approach, which is communication-focused.…”

Section: Internal Consistency Reliability Of the Instrumentsupporting

confidence: 88%

“…Ten years ago, Savignon and Wang (2003) conducted a significant study in Taiwan, which was very similar to the present study in some aspects. They employed a questionnaire to investigate Chinese students' attitudes and perceptions toward classroom practices, which were identified as FFI and CFI.…”

Section: Previous Studies On Chinese Students' Perceptions Regarding supporting

confidence: 80%

“…Some scholars advocate that the role of student perceptions is of great importance in language teaching practice (Griego-Jones, 1994;Horwitz, 1989;McCaslin & Good, 1996;Norris-Holt, 2002;Savignon & Wang, 2003;Tse, 2000;Walker, 1976). As EFL teachers understand more about students' attitudes and perceptions, they are in a better position to prepare and implement an EFL curriculum and to adopt appropriate teaching approaches which are learner-based (Nunan,1988;Richards & Nunan,1990;Richards & Lockhart, 1994).…”

Section: Introductionmentioning

confidence: 99%

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A Study on the Perceptions of Secondary School Students regarding the Form-focused and Communication-focused English Instruction

Feng¹

2013

ELR

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Form-focused instruction (FFI) and communication-focused instruction (CFI) are two different L2 or foreign language teaching approaches. In actual teaching practice, almost every EFL teacher has a preference for them so that these two instructional approaches dominate EFL classrooms to a great extent. This study, by using a self-designed questionnaire, attempts to examine student perceptions toward FFI and CFI. The subjects in this quantitative study were 300 ninth graders and 300 twelfth graders from two public urban schools. Findings from two-way MANOVA analysis revealed that: 1) Both ninth-grade and twelfth-grade students held highly positive perceptions toward CFI, but they were not very positive toward FFI. In contrast, ninth graders showed more positive perceptions toward FFI than twelfth graders. 2) Gender differences existed in student perceptions toward FFI. Male students were more positive toward FFI than female students. 3) Results showed that the two predictors FFI and CFI had certain correlations with the academic achievement of ninth-grade and twelfth-grade students. Based on the findings of this study, a few constructive conclusions are as follows: 1) EFL teachers are encouraged to apply the communicative approach in class to foster and develop secondary school students' communication skills. 2) Teaching grammar to junior high and male students is likely to achieve effective results. 3) EFL teachers need to take gender differences into account when they design English curriculum. 4) Both FFI and CFI can help students achieve academic success at school.

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Section: Internal Consistency Reliability Of the Instrumentsupporting

confidence: 88%

Section: Previous Studies On Chinese Students' Perceptions Regarding supporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

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A Study on the Perceptions of Secondary School Students regarding the Form-focused and Communication-focused English Instruction

Feng¹

2013

ELR

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“…The implementation of CLT has encountered problems and resistance in EFL classrooms (Ellis, 1996;Li, 1998;Liao, 2000;Yu, 2001). Various research studies reported that instruction in EFL classrooms was still based on the traditional approach (Littlewood, 2007;Nunan, 2003;Savignon and Wang, 2003). The ideas of CLT are different from the educational values and traditions of many EFL settings (Burnaby & Sun, 1989;Li, 1998).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

Chang¹,

Goswami²

2011

ELT

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Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers' voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers' implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

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“…Primarily, class sizes are too large to effectively conduct CLT at Japanese high schools (Cook, 2010;Nishino & Watanabe, 2008). Since CLT is essentially student-oriented, classes cannot be based on an original course plan or syllabus (Savignon & Wang, 2003). With ordinary teacher-centered classes, such as those in the sciences and humanities, it is easier to put the students into a set course that will prepare them for future entrance examinations.…”

Section: Class Sizementioning

confidence: 99%

Policy Change in Teacher Training: Challenges to Enhance English Education in Japan

Steele¹,

Rong²,

McCornacc³

2016

MOJEM

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English language education and the lack of quality in its practical application in Japan has been a very common topic of discussion over the years. The main reason is that very little improvement has been noted in overall English ability among Japanese students despite a series of policy changes by the Ministry of Education, Culture, Sports, Science and Technology, Japan. This paper examines the motivations for these policy initiatives and the problems associated with their implementation through documentation review and analysis. The findings of this research indicate that the lack of qualified teachers is likely responsible for the current poor English education environment and argue that improving teacher training programs will function as the key to enhancing English education in Japan. We clarify the confusing situation of teacher training and lay a foundation for future work which complements the current policies on English education.

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Communicative language teaching in EFL contexts: Learner attitudes and perceptions

Cited by 89 publications

References 1 publication

A Study on the Perceptions of Secondary School Students regarding the Form-focused and Communication-focused English Instruction

A Study on the Perceptions of Secondary School Students regarding the Form-focused and Communication-focused English Instruction

Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

Policy Change in Teacher Training: Challenges to Enhance English Education in Japan

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