A systematic review of what factors negatively impact the participation of East Asian learners in the communicative language classroom

概要

論文の詳細を見る
This literature review looks at the factors that influence student's participation in English as a Foreign Language (EFL) classrooms. Specifically it investigates the notion that students from Japan, China, South Korea and Hong Kong are reported to be reluctant to participate in communicative style language classes. Communicative language teaching is continuing to grow in East Asia in part as a response to government led initiatives to promote a more communicative style of teaching. The success of this style of language learning relies on the students participating in various activities that mimic the authentic use of language. However, many studies point to a perceived unwillingness of these students to participate in these activities citing passivity and an over reliance on the teacher. This review documents the student's perspective on this type of class and finds a complex web of socio-cultural and personal influences that shape classroom behavior. These factors include differing perceptions as to what constitutes appropriate behaviour; a preference for brevity; previous academic experience; cultural stereotyping; anxiety and notions of harmony. It concludes with some considerations for the effective implementation of this style of teaching.
2013-03-00