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ETD Abstract Container

Abstract Header

Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom

Zhang, Ning
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363

Abstract Details

2014, Master of Education (MEd), Bowling Green State University, Curriculum and Teaching.
This study was an action project conducted in an introductory Chinese language college-level class. The aim of this research was to examine if the dialogues between the researcher and the instructor will facilitate the integration of the Communicative Language Teaching (CLT) philosophy occurs within an introductory Chinese language classroom setting. The instructor's teaching beliefs before and after the dialogue were examined through the observations and interviews. The research also included the language learners' expectations on language learning. Six times' in-class observations, two feedback meetings, and one CLT mini-lesson modeling were scheduled throughout the whole research. The researcher provided feedback to the instructor about her lessons and introduced CLT features and strategies. The hypothesis was that the interactions between the researcher and the instructor will increase the frequency of communicative activities and target language use in the beginning level Chinese language course. From the collected and analyzed data, it was found that the students expected to learn Chinese culture along with the language learning. Improving their communicative competence was the main goal that the language learners enrolled in the class. However, the students showed reluctance to speak the target language in class while they believed more target language exposure and use will help them with the communicative competence improvement. At the same time, they felt secure with the help of English during the instruction. The instructor showed great interest to utilize CLT inside her class after the feedback meetings. More meaning exchange and communication-based instruction was found in her teaching. From the post-interview, the instructor agreed that language learners would benefit from communication in the language. In conclusion, the dialogue between the instructor and the researcher impacted the instructor's teaching style and belief. Consistent professional supports would be necessary for the language educators to realize pedagogical changes. Through providing feedback based on in-site observations and class modeling, the instructor participant was able to conduct CLT strategies in class. The instructor realized the importance of meaning negotiation in language learning.
Brigid Burke (Advisor)
Yiju Huang (Committee Member)
Tracy Huziak-Clark (Committee Member)
75 p.
Education; Foreign Language; Teaching
Communicative Language Teaching; Chinese Teaching; Foreign Language Teaching

Recommended Citations

Citations

  • Zhang, N. (2014). Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363

    APA Style (7th edition)

  • Zhang, Ning. Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom. 2014. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.

    MLA Style (8th edition)

  • Zhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom." Master's thesis, Bowling Green State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Bowling Green State University and OhioLINK.