An Investigation of the Communicative Approach Teaching in Primary English Textbooks in Hong Kong and Malaysia: A Search into Communicative Language Teaching (CLT) Textbooks, and How CLT Is Applied in Textbooks

Autor/in	Ko, Charles
Titel	An Investigation of the Communicative Approach Teaching in Primary English Textbooks in Hong Kong and Malaysia: A Search into Communicative Language Teaching (CLT) Textbooks, and How CLT Is Applied in Textbooks
Quelle	In: International Journal of Education and Literacy Studies, 2 (2014) 1, S.63-74 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Communicative Competence (Languages); Textbook Content; Teaching Methods; Grammar; Textbook Standards; Audiolingual Methods; Comparative Analysis; Comparative Education; English (Second Language); Second Language Instruction; Educational Practices; Educational Strategies; Elementary School Curriculum; Textbook Evaluation; Check Lists; Hong Kong; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrbuchtext; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Schulbuchempfehlungen; Vergleichende Erziehungswissenschaft; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Bildungspraxis; Lehrstrategie; Checkliste; Hongkong
Abstract	In the present research, it will be shown how grammar activities in textbooks still retain the structural method of teaching grammar. The results found by previous scholars' research will be covered, and illustrated by excerpts of textbooks, including comparison of Hong Kong and Malaysian textbooks. Communicative Language Teaching (CLT) materialized in the West in the 1960s, and has extended to the Eastern countries over the last 20 years (Chung, 2005: 33). Since the introduction of CLT, many English textbooks have been published to incorporate communicative activities, authentic material and personalized contexts, however, most of the learning and teaching of grammar in textbooks do not fully reflect CLT principles ("ibid"). The paper is written to show concerns over textbook designing issues and hence provide recommendations in changing the design of the modern English language textbooks. In the end of the paper, this research will suggest methods of designing more communicative grammar activities in English language textbooks for future textbook designers having guidelines in compiling the CLT English language textbooks. Besides, some approaches of communicative teaching with the CLT textbooks will be recommended to the pre- and inservice English language teachers in order to lead them to the current trend of CLT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01