This paper will review through the aims of communicative teaching, examining the roles of
both the teacher and the learner as well as the significant traits of the communicative classroom. It
will examine the recent changes in educational policy within Korea looking at its move towards
communicative language teaching and the impact which this has had on the traditional Korean
classroom. It will briefly look at how communicative language teaching and the Korean Confucius
mindset relate. Finally it will examine the difficulties that teachers face when implementing a
communicative approach and the implications that this approach will have.
Table of Contents
1. Introduction
2. Communicative Language Teaching
3. Educational Policy Changes and the Korean Traditional Classroom
4. Communicative Language Teaching and the Korean Confucius Mindset
5. The difficulties of implementing Communicative Language Teaching
6. Conclusion
Research Objectives and Themes
The paper evaluates the impact of the global push for English proficiency on the South Korean education system, specifically analyzing the challenges of implementing Communicative Language Teaching (CLT) within a traditionally collectivist and Confucian-influenced classroom culture.
- The theoretical foundations and goals of Communicative Language Teaching (CLT).
- Historical and policy-driven shifts in the Korean English curriculum.
- The cultural clash between Western student-centered methodologies and Confucian pedagogical values.
- Structural and psychological obstacles faced by teachers and students in EFL environments.
- The necessity of adapting teaching methodologies to align with local cultural contexts.
Excerpt from the Book
The Difficulties of Implementing Communicative Language Teaching
As with all approaches towards teaching there are a number of difficulties when applying it to a classroom. In regards to the Korean classroom these difficulties have been amplified even further due to a clash with the humanistic nature of CLT and the collective nature of the traditional Korean classroom.
CLT as an approach moves away from the traditional transmissive teaching methodology to one where both student and teacher are co-learners. In the Korean context this change in teacher and student relationship goes against the cultural norms which are based upon hierarchical relationships so students are unsure how they should react to such a change and when asked to state their opinion will tend to shut down. Due to the more transmissive nature of Korean classrooms Students are more use to a classroom where teacher talk time is dominant and student talk time is minimal. In such classrooms teachers will select points of knowledge from authoritative sources (i.e. the textbook), interpret, analyze and elaborate on these points for the students and help them connect the new points of knowledge with old knowledge and deliver carefully sequenced and optimally mediated doses of knowledge for the students to memorize, repeat and understand (Hu 2002: 98). In contrast, CLT promotes a more “learner focused” classroom where students are encouraged to learn from each other constructing and applying knowledge through experience using trail and error as a means to do this. This “learn by using” approach which is promoted by CLT does not fit in with the traditional Korean approach of “learn to use” (Hu 2002:99), in turn resulting in problems within the classroom and students not willing to take part in class activities due to a fear of not being perfect.
Summary of Chapters
Introduction: Provides an overview of the global trend toward English proficiency and outlines the paper's focus on the intersection of CLT and Korean educational policy.
Communicative Language Teaching: Explores the origins of CLT, its humanistic theoretical basis, and how it redefines the roles of teachers and learners.
Educational Policy Changes and the Korean Traditional Classroom: Examines how the Korean government shifted from the Grammar-Translation approach toward CLT to meet international economic demands.
Communicative Language Teaching and the Korean Confucius Mindset: Investigates the tension between Western individualistic values inherent in CLT and the Korean collectivist, Confucian traditions.
The difficulties of implementing Communicative Language Teaching: Analyzes the practical and socio-cultural barriers that hinder the successful adoption of learner-focused methods in Korean schools.
Conclusion: Synthesizes the findings and emphasizes that for CLT to succeed in Korea, it must be adapted to respect the unique cultural and social expectations of the region.
Keywords
Communicative Language Teaching, CLT, Korea, English Education, Confucianism, Collectivism, Educational Policy, Learner-centered, Grammar-Translation, EFL, Teacher Roles, Cultural Conflict, Language Competence, Globalization, Pedagogical Methodology.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the challenges of introducing Communicative Language Teaching (CLT) into the South Korean educational system, focusing on the conflict between Western pedagogical ideals and traditional Korean cultural values.
What are the primary themes discussed?
Key themes include the shift in Korean educational policies, the roles of teachers and students in modern classrooms, the impact of Confucianism on learning, and the limitations of applying ESL-designed methods in an EFL context.
What is the central research question?
The study seeks to understand why the implementation of communicative teaching methods has faced significant difficulties in the Korean classroom and what the implications of these barriers are.
Which scientific approach is utilized in this paper?
The paper employs a qualitative literature review and analytical synthesis to contrast existing theories of CLT with historical and socio-cultural evidence from the Korean educational context.
What topics are covered in the main section of the book?
The main sections cover the development of CLT, the historical shift from Grammar-Translation, the detailed cultural analysis of collectivism versus individualism, and practical classroom implementation struggles.
Which keywords best characterize this work?
Keywords include Communicative Language Teaching, Korean classroom, Confucian mindset, collectivism, educational policy, and communicative competence.
How does Confucianism specifically impact the language classroom in Korea?
Confucianism emphasizes hierarchical teacher-student relationships, respect for authority, and the preservation of "face," which often conflict with the CLT requirement for open debate and student-centered interaction.
Why does the author argue that CLT is difficult to implement in Korea?
The author argues that CLT is essentially a Western, humanistic approach that does not account for the collectivist culture, the fear of making mistakes in public, and the specific structural requirements of an English as a Foreign Language (EFL) environment.
- Quote paper
- Philip Elwell (Author), 2011, The Push towards Communicative Language Teaching and its Impact on the Korean Classroom, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/182284
