Contextualization of Communicative Language Teaching in Confucian Heritage Culture: Challenging Pedagogic Dichotomization

Autor/in	Han, Insuk
Titel	Contextualization of Communicative Language Teaching in Confucian Heritage Culture: Challenging Pedagogic Dichotomization
Quelle	In: SAGE Open, 12 (2022) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Insuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221079895
Schlagwörter	Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Confucianism; Teaching Methods; Cooperative Learning; Grammar; Learning Activities; English (Second Language); Language Teachers; Comparative Analysis; Cultural Background; Educational Principles; Personal Autonomy; Misconceptions; Teacher Effectiveness; Test Preparation; Humanism; Context Effect; Task Analysis; Cultural Context + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Konfuzianismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Grammatik; Lernaktivität; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Bildungsprinzip; Individuelle Autonomie; Missverständnis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Humanismus; Aufgabenanalyse
Abstract	Based on the comprehensive comparison of the principles of communicative language teaching (CLT) and the pedagogic ideas of Confucian heritage culture (CHC), this study discusses the conceptual common ground, where both principles can be reconciled, and considers practical, negotiated pedagogic forms with the suggestion of some cases of contextualization of CLT in CHC. In summary, CLT and CHC can be reconciled in their pursuit of education for the whole person, cooperative learning, teaching language structures and content, and task completion orientation. Thus, by distributing more responsibilities to learners and encouraging their participation, students in CHC can experience more communicative lessons. By balancing teaching language forms and content, they can learn language in a more comprehensive way, and by applying task-based learning with precise procedures and controls, their task-orientation tendency can enable students to participate in more communicative activities. These comprehensions and discussions, as a challenge to pedagogic dichotomization, will help English teachers in CHC or intercultural classrooms to flexibly construct context-sensitive pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01