The Role of CLT in Innovating the Intensive Reading Course for Second-Year English Majors in China

The Role of CLT in Innovating the Intensive Reading Course for Second-Year English Majors in China

Dayan Liu

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α Chongqing Jiaotong University

The Role of CLT in Innovating the Intensive Reading Course for Second-Year English Majors in China

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Abstract

Since its initiation in the 1970s, communicative language teaching (CLT) has so far been well established as the dominant ELT model. Despite its great advantages and huge popularity in language teaching arena, it still meets with some resistance in certain highly-regarded yet tightly-constrained courses. This paper intends to explore the possibility of applying CLT in such a course in the Chinese context, i.e. the Intensive Reading Course (IRC), and the potential to initiate some changes in the course. The paper starts by probing CLT theoretically, analyzing its social and linguistic underpinnings, some key models of communicative competence, the major principles and features of CLT, as well as some theoretical problems and issues. It then discusses the innovation of IRC in a CLT framework, in such areas as reading materials, learner-centredness, communicative activities and teacher training, with a view to pushing for possible reforms in the teaching syllabus and assessment for the course.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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How to Cite This Article

Dayan Liu. 2017. \u201cThe Role of CLT in Innovating the Intensive Reading Course for Second-Year English Majors in China\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 17 (GJHSS Volume 17 Issue G7): .

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GJHSS Volume 17 Issue G7
Pg. 1- 8

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 200302

Submission ReceivedDecember 13, 2016
Peer Review Double Blind
Handling Editor
Accepted January 5, 2017
Published January 15, 2017

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September 16, 2017

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Article Matrices

Total Score: 131

Country: China

Subject: Global Journal of Human-Social Science - G: Linguistics & Education

Authors: Dayan Liu (PhD/Dr. count: 0)

View Count (all-time): 176

Total Views (Real + Logic): 3473

Total Downloads (simulated): 1799

Publish Date: 2017 09, Sat

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Total Views: 3473

Total Downloads: 1799

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