A case study based inquiry into the adoption and adaptation of communicative language teaching in Chinese universities

摘要: The aim of this study is to investigate the extent which Communicative Language Teaching (CLT) adopted and/or adapted by Chinese tertiary teachers English with experience teacher education overseas. It employs a case approach in order explore CLT compatible EFL context at level. Twenty-three informants four institutions participated (including two participating pilot study). Classroom observation and semi-structured interview were as instruments for data collection. By looking into teaching beliefs actual practice target group, an attempt was made reveal their general conceptions perceptions good language beyond CLT, well identify factors conceived constraints on implementation local context. In addition, through observation, effort real practice. Adjustments participants facilitate adoption particularly focused on, intercultural contributed effective teaching. The main findings suggest that seen important nearly all terms its effectiveness contributions, potential usefulness complexity. Although both mentioned observed, ‘communicative ideas’ found be widely reflected majority participants. show great attention paid learners they are nowadays greatly involved different phases (pre-teaching, while-teaching after-teaching). There exists tendency eclecticism practices many phenomenon what termed ‘seeming-communicative’ some participants’ ways due recognition fundamental importance learning skills recitation memorization. overseas generally considered conducive enhancing practitioners’ competence critical thinking -- identified essential prerequisites seeking appropriate methodology. give rise discussion three major problems relation interpreting These essentialism, overgeneralization labeling. prevalence these confirms there need understand appropriateness cultural contexts from anti-essentialist perspective.