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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Some English-Medium Primary School Teachers? Perspectives of Using a Drama-Based Approach to Teach Irish Barry, Jennifer. - : Marino Institute of Education, 2018 BASE Show details 2 Overcoming the challenges: How native English-speaking teachers develop the English speaking skills of university students in South Korea Seo, Dawon. - : Edith Cowan University, Research Online, Perth, Western Australia, 2015 In: Theses: Doctorates and Masters (2015) BASE Show details 3 The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution : a case study Vongxay, Hongkham. - 2013 BASE Show details 4 The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution : a case study Vongxay, Hongkham. - 2013 BASE Show details 5 The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution : a case study Vongxay, Hongkham. - 2013 BASE Show details 6 Knowledge in practice : a grounded theory approach to constructing beginning Mandarin teachers' use of the communicative language teaching approach Liao, Jiadong. - 2011 Abstract: The Communicative Language Teaching (CLT) approach, promoted by language education programmes, has become the prevailing language teaching methodology across the world. However, the process about the beginning language teacher’s application of CLT is not yet explored in past research. This research aimed to study the use of CLT through the beginning Mandarin teacher’s perspectives. A grounded theory approach is employed as the research methodology. Data was collected from interviews of eight beginning Mandarin teachers and my reflective journals. The teacher interviewed in the study have been teaching Mandarin in primary schools (stage one to three) and junior high schools (stage four) for one or two years. Major findings suggest a three-dimension explication for the practice of CLT in Mandarin class. The epistemic dimension indicates the beginning Mandarin teacher’s understanding of CLT; the perceptual dimension reveals the teacher’s concerns of CLT as against their preferences, teaching objectives, and surroundings; and the situational dimension explicates the teacher’s adaption of CLT in their particular teaching situations. The integral, emergent process of the three dimensions demonstrates a procedure in the transmission of the CLT theory into practice, and implies the practice of teacher education programmes, language curriculum, and Mandarin teaching to consider issues in the teacher’s knowledge-practice process. Keyword: Chinese language; communicative competence; communicative language teaching (CLT); M.Ed. (Hons.); Mandarin dialects; New South Wales; second language acquisition; study and teaching URL: http://handle.uws.edu.au:8081/1959.7/500480 BASE Hide details 7 Journey to the West : reading communicative language teaching in Australia Zhang, Wenyuan. - 2010 BASE Show details 8 An action research study of English teaching in grade seven at Bamrung Wittaya School, Nakhon Pathom, Thailand Kimhachandra, Itthinan. - 2010 BASE Show details

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