In Taiwan, the Ministry of Education has conducted the Communicative Language Teaching (CLT) in English teaching in junior high schools. English is an essential subject in junior high school in Taiwan. Parents and teachers expect that the students can successfully pass the exam, get higher education, and find a good job with proficient English in the future. However, English learning in junior high school at present either confuses or troubles students, parents, and even teachers, which results in a conflict between Communicative Language Teaching (CLT) and grammar-translation teaching. Communicative Language Teaching (CLT) is strongly recommended and launched by the Ministry of Education of the government and many professional English educators in Taiwan. WE WRITE YOUR THESIS PAPERS ON ANY TOPICS! Research has showed that Communicative Language Teaching promotes students’ proficiency in English. James D. Allen and Sun Changshun (1999) demonstrated the successful teaching of a middle school teacher, who used Communicative Language Teaching to motivate students’ interest in learning English.
Chi-Kim Cheung (2001) suggested using public culture in the communicative approach to fit students’ psychological and social needs and stimulated students’ interest in learning in the classroom. Yi Yang (1999) stated that the communicative approach provided the four skills of English competence–listening, speaking, reading, and writing. Yi’an Wu (2001) claimed that cultivating a qualified teacher and designing specialized materials helped carry out this new teaching method. Liming Yu (2001) even suggested making laws to effect the new change in English teaching. The issues in this paper are ascertained from my experience and observation in the junior high school in Taiwan for seventeen years. In my teaching, I usually explained and translated the grammatical structures sentence by sentence in the textbook within a limited time. Most of my colleagues and my friends who are English teachers in other junior high schools teach in the same way. Our students just listened, took notes, and prepared for the tests in English class.
By drawing on the experiences of the research above, it is suggested that reforming the examination, training qualified teachers, evoking students’ interest in English will help to promote the communicative approach in junior high school. In addition, the issues in this paper make English educators in Taiwan contemplate that abandoning the grammar-translation approach is not the best way to promote the quality of English learning in junior high schools in Taiwan. The best way is to keep grammar teaching and to make CLT fit the conditions of English teaching in Taiwan. The communicative approach emphasizes to learn of the functional and meaningful language and to use student-centered activities, which focus on creating natural-like learning situations. On the other hand, the grammar translation emphasizes the acquisition of accurate forms and grammar rules. Yang (1999) indicated, “ The no-grammar front is represented by Krashen (1982), who distinguished between language learning and language acquisition. The former refers to conscious learning assisted by explicit rules, the latter to subconscious learning developed from natural communication” (p.31).
“Krashen’s assertion has been very influential in supporting communicative language teaching…. The goal of English learning in junior high schools in Taiwan, formulated by the Ministry of Education, is to cultivate students’ communicative competence, interest of learning second language, and the knowledge of national and foreign culture. The textbook is compiled by National Institute of Compilation and Translation, which changed the materials of grammar translation into the communicative approach in1997. Students are expected to learn the basic competence of listening, speaking, reading and writing. Initially, many people believed that Communicative Language Teaching promoted by the government could improve the quality of English learning in junior high schools. However, many teachers and parents begin to complain that the communicative approach neither improves students’ English competence nor contributes to their scores on the entrance examinations. This leads us considering whether Taiwan has the conditions of conducting this approach. The factors below are drawn from my teaching experience and observation in the junior high school for seventeen years. All free thesis paper examples, sample thesis papers and free thesis proposals are plagiarized and cannot be fully used for your Undergraduate, Master’s, MBA or PhD degree in university. We work with experienced PhD. Master’s freelance writers to help you with writing thesis papers of any complexity! High quality and 100% non-plagiarized thesis papers guaranteed!