Author(s)

Li Ying ¹

Affiliation(s)

¹ School of Foreign Languages, Pingdingshan University, Pingdingshan, China

Corresponding Author

Li Ying

ABSTRACT

For sometime, English Language teaching (FLT) in China has been undergoing a heated discussion as to the best way of teaching. Some think that the communicative approach is inappropriate while others think that the traditional methods are too old-fashioned. This is the case for English Language teaching in China. This paper intends to show that both the communicative approach and the traditional methods can coexist and influence each other in the present Chinese teaching context.

KEYWORDS

Elt, Traditional methods, Communicative approach

CITE THIS PAPER

Li Ying, Benefiting from Both the Communicative Approach and the Traditional Teaching Methods in Elt. Advances in Educational Technology and Psychology (2022) Vol. 6: 61-67. DOI: http://dx.doi.org/10.23977/aetp.2022.060312.

REFERENCES

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[3] Cancle, M, M. Swin. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing [M]. Applied Linguistics, 1980.
[4] Jeremy, H. The Practice of English Language Teaching [M]. London Longman, 1983.
[5] Widdowson, H. G.  Teaching Language as Communication [M]. Oxford: Oxford University Press, 1978.
[6] Dickinson, L. Self-instruction in Language Learning [M]. Cambridge: Cambridge University Press, 1987.
[7] Cortazzi, M. & Jin, L.X. English teaching and learning in China [J]. Language Teaching: 1996(2).
[8] Stern, H.S. Fundamental Concepts of Language Teaching [M]. Oxford: Oxford University Press, 1990.
[9] Hymes, D. On communicative competence. In B.J. Pride and J. Holmes (eds.), Sociolinguistics[C]. Harmondsworth: Penguin Books, 1971.

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