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1、Analysis of Restraints in Using CLTin Senior High School English Teaching1. IntroductionCommunicative approach, as a new teaching method, was introduced to EFL (English as Foreign language) teachers in China in 1970s and is gradually adopted thus became popular in 1990s in China. The author wants to
2、 know whether the adoption of CLT in China is effective. If not, what are the restraints that affect the adoption? However our society hasnt recognized the harm of these restraints which affect the efficient use of CLT. This article is written to draw teachers5 authorities9 and parents attention to
3、take remedies to realize the efficient use of CLT.The essay is based on a research which was made in Yueqing City, the authors hometown, a city in Zhejiang Province. The research is on the form of a questionnaire and interviews. The research was made in different kinds of schools, including key publ
4、ic schools ordinary public schools and private schools to keep the result scientific. One hundred and eight teachers from different schools are interviewed by questionnaires.This essay is divided into five parts. The first part of this essay is introduction of CLT. The second part is to introduce th
5、e result of research concerning current situation of use of CLT. The third part is to analyze restraints in using CLT. The fourth part is to give remedies .The last part is to conclude.1.1 Definition of CLTCommunicative Language Teaching is also called Communicative Approach. It is an approach to fo
6、reign or second language teaching, which emphasizes that the goal of language teaching is communicative competence. The approach follows the national syllabus and emphasizes the processes of communication to get information, using language for social interaction with other people. The functional vie
7、w of language is primary one behind the communicative method. The goal of language teaching is to develop what Hymes (1972:5) referred to as “ communicative competence, which involves being able to use the language appropriate in a given social context75 According to Brown(1983), the definition of C
8、LT includes four characteristics:(1) Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.history are hard to change.If students were not willing to participate, how could the class be effective?3.3 Parents Educat
9、ional LevelThe students behavior is closely related to parents educational level, family environment and the way parents instruct their children at home. Most of the students are from countryside. Their parents can only support kids economically. They hope their children should be well educated but
10、make little efforts to help the teachers in the education process. They suppose that teachers take all the responsibility of children5 study. Lianquanwu, an English teacher who the author interviewed said parents who got higher education would pay attention to their kids9 listening and speaking abil
11、ities. At the same time, their children are active and confident in communicative activities, which results in more rapid progress in spoken English. He said he has observed that if the parents have a high education level, the students9 English proficiency would be better.3.4 Limitation of Education
12、al Systems in China3.4.1 Grammar-Based ExaminationFor the study in senior high school, getting high marks and passing the college entrance examination is the final and practical goal. If the current grammar-base examinations still exist, there could not be too much attention to the use of CLT approa
13、ch. There should be enough attention to educational values and attitudes, reading, oral skills, grammar, students9 attitudes, teachers9 attitudes, pre-service teacher education and local educational growth. Teachers indicated that using communicative methods was difficult for having been given the p
14、ressures to cover the curriculum effectively in the time allowed and to teach the students to get high marks. The entrance examinations to college still focus more on knowledge about and understanding English, so teachers still spend most of the time presenting the dialogue and grammar. Then there i
15、s not sufficient class time to conduct sustained interactive learning activities. All those create a negative backwash effect in application of CLT.I have taught and tried CLT in Yueqing City Senior High School for a month. I find that affected by grammar-based examination, students are exam-oriente
16、d and thus not willing to participate in communicative activities. In a class, only about one third students try to participate in the activities. Some of them complain that theres nothing good to do it. It does no good to the score.Parents are deeply influenced by grammar-based examination. Most of
17、 the parents focus on the scores their children take. If teachers take CLT in class, while students5 score dont improve or become worse, parents will come to school to scold the teachers. One teacher I met in Yueqing City Senior High School said. So some teachers are hesitating about adopting CLT.3.
18、4.2 Big Class SizeIn Yueqing city, there are usually 50-60 students in a class in senior high schools. The teachers who participated in the study from the senior high schools indicated that large class size makes it almost impossible to use CLT because of problems with class management, noise, givin
19、g individualized attention to students, keeping students on task, and lack of space for teacher and students to move around or get into groups. For example, one teacher interviewed said it was so noisy to carry CLT that teachers and students in nearby classroom would complain about the noise made in
20、 English class. Even sometimes the administrators would be annoyed by the noise.The conclusion that big class plays a negative role for students to learn foreign language was mentioned by some foreign studies. The first and most-frequently cited study of class size in foreign language is Cheydletrs
21、work(1945), which supposedly show that smaller classes are most effective for foreign language teaching, using French instruction over the period of 1919-1943. His results show that students in classes of 9-18 did better than those of 19-33.IV. Remedies4.1 Combining Grammar Teaching with CLTSome tea
22、chers think that CLT doesnt need grammar. Actually, CLT can be used in teaching grammar. Brumfit (1985) already pointed out the mode of grammar teaching under CLT, Communicate一Present language一Drill practice-CommunicateThere are some types of communicative activities, which teachers can adopt in gra
23、mmar teaching:1. SongsSongs can revive our love and respect for English and can bring to mind again the joy and exquisite beauty of the language we have chosen to teach, in a way that many of us have long forgotten. Songs make a great vehicle to memorize a particular grammatical pattern. Whats more,
24、 Learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting.2. Problem-Solving Activities ”Problem-solving activities rank high in most accounts of CLT. Problem-solving activities encourage student
25、s to negotiate to find a way to resolve problems. In these activities, learners must not only analyze information, but also argue, justify and persuade, in order to reach a common decision. Even though it is a typical activity at the communicative end of language teaching continuum, teachers also be
26、gin it by controlled practice, by which teachers can present grammar for students.3. “Role-Play”“Role-Play” is an excellent technique for communicative practice of grammatical structure which is sensitive to social factors. Through the role-play, the teacher may judge students linguistic competence
27、and develop their self-confidence and ability to communicate effectively. The plot of role-play is usually simple. Students can act imaginary roles of themselves. What need the teachers pay attention to are principles of designing role-play. First, it must motivate students. Second, both content and
28、 form need to emphasize. Third, it should go under a friendly atmosphere, so that students can relaxed and confident. Fourth, teachers should maximize opportunities for students to use language in an active communicative environment.4. Simulation”Different from role play, which is usually in the for
29、m of “in pairs” and only practices students oral English, simulation is in the form of more than two students and demands various skills. Students need to seek for information according to their task and edit the plots by all the members. Comparing with role play, simulation is more complex with mor
30、e steps. Teachers should choose suitable simulation and explain rules for students. During simulation, they should observe students behaviors and language performance. At last, they should analyze and evaluate each students performance. Dorm Byrne (1986) points out teachers9 ability to motivate stud
31、ents to arouse their interest and involve them in what they are doing, will be crucial. Because the purpose of language teaching is to enable students to use the target language to communicate in real life, language knowledge must be transformed into language skill through large amount of students1
32、activities. And with more activities of various kinds, skills will be transformed into communicative competence. From the research in Yueqing City, we may also see that 76 percent of the teachers think that students5 low motivation leads to unsatisfying results of use of CLT. Its essential for teach
33、ers to take those various activities to motivate students and avoid just using pair works.4.2 Other Remedies1. Changing Parents Concept of EducationParents should understand teachers more and believe in teachers. They should not give so many stresses on teachers. Meanwhile they should open their min
34、d that children who only get high scores are not in demand in future. With China entered in WTO, English is more and more important for communication. Students should improve their speaking ability and communicative competence. Whats more, parents need to modify their way to educate their children a
35、nd pay more attention on their overall development.2. Modification of Administrators9 AttitudesApplying CLT needs the administrators9 support. The administrators should know that in the long running to train the students spoken English is helpful to the students further study or their career. They s
36、hould not regard the students9 scores as the single standard to evaluate the teachers work. Theyd better not give too much pressure to the teachers about students score.3. Improvement of the National University Entrance ExaminationMany experts have criticized Chinese national university entrance exa
37、mination. They have given a lot of suggestions. But as we know, its not easy to shortly change a system totally. Therefore, the author will advocate some practical ways by analyzing so many advices. Since the government officials had been trying to reform the examination system. And listening compre
38、hension enters the examination. Students9 listening ability has improved greatly. But speaking ability is ignored. So its quiet good for the officials to add speaking examination gradually.V. ConclusionCLT had become a main teaching approach in China since 1990s. Lots of teachers try to use CLT. But
39、 we can see from the research that the results of adoption of CLT in senior high school in Yueqing City have been not satisfying as expected. Fhere are many sources for that. Besides deficiency of teachers, students9 wrong attitude and unsatisfying performance, parents low educational level and educ
40、ational system also cause the unsatisfying use of CLT in senior high school.Through analysis of social restraints in using CLT, we see that these restraints do a lot of harm to the efficient use of CLT in China. As we know it is essential for Chinese youths to master English in this modern global so
41、ciety. And its crucial to take some remedies such as combining CLT with grammar teaching, changing parents concept of education, modification of administrators9 attitudes and improvement of the national university entrance examination. If all the remedies are taken, the efficient use of CLT can be r
42、ealized easier than before. Then it can benefit English teaching and benefit all the Chinese students.There are some limitations of this essay, because research was only done in Yueqing city. The author will do more researches in different places if possible.Bibliography1 Brown, H. D. Principles of
43、Language Learning and Teaching. Englewood Cliffs, New Jersy: Printice- Hall, 1917.2 GAO Zhiguo. CLT and Its Implication for English Teaching in Chinese Setting Journal of Gansu Education College, Social Sciences,2001.3 Hymes. On Communitive Competence A. Sociolinguistics C. Eds. Pride J. B. & Holmes
44、, J. Harmondsworth: Penguin, 1972.269-293.4 Krashen, S. The Input Hypothesis: Issues and Implications. London: Longman, 1988.5 Littlewood, WT. Communicative Language Teaching. Cambridge University Press , 1986.6 Wangqi. Communicative Approach in Senior High School English C7qss,2005,（优秀 硕士论文）.7 Widd
45、owson, H. G. Aspect of Language Teaching M. Oxford University Press, 1978.8 Ye Qinglin. On the Development of Communicative Approach in English Teaching, 2007.（优秀硕士论文）.中国期刊网.9 Zhang Cuilian. A Study on English Grammar Teaching through the Communicative Approach in Senior High Sc/zoo/,2007.（优秀硕士论文）.中
46、国期刊网.10窦滨.“交际教学法在高中英语语法教学中应用的研究”,2008.（优秀硕士论文）. 中国期刊网.11段军霞.“交际法产生的英语教学误区”.安阳大学学报，2004.12景晓萍.“浅析交际教学中的几种误解”.天水师范学院学报.2008.13束定芳.外语教学改革：问题与对策.上海：上海外语教育出版社,2004.AppendixPlease answer the following questions1. Name:2.Age:3. Phone Number:4.Degree:5. How long have you taught English?6. How many students
47、are in a class?7. Do you pay attention to your teaching methods while teaching? Yes No 8. Which teaching methods do you use at present?9. Have you adopted CLT?10. Whats your opinion about CLT?11. Here are eight restraints or difficulties in using CLT. Have you met the similar problems?1) .Teachers9
48、Deficiency in Spoken English Yes No 2) .Lack of Training in CLT Yes 口 No 口3) .English Teachers have misinterpretation about CLT Yes 口 No I4) .Student5 Low Language Proficiency Yes 口 No 口5) .Students, Low Communicative Motivation Yes n No U6) .Students9 Resistance to Communicative Activities Yes 口 No
49、 口7) .Big Size Class Yes n No 8) .Exam-Oriented Educational System Yes 口 No 口(2) Form is not the primary framework for organizing and sequencing lessons. Form is the framework through which function is taught.(3) Accuracy is secondary in terms of conveying messages. Fluency may take more importance than accuracy. The ultimate criterion for communicative suc