File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1177/1362168819865563
- Scopus: eid_2-s2.0-85073944824
- WOS: WOS:000489787400001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Four decades of ELT development in Hong Kong: Impact of global theories on the changing curricula and textbooks
Title | Four decades of ELT development in Hong Kong: Impact of global theories on the changing curricula and textbooks |
---|---|
Authors | |
Keywords | communicative language teaching ELT curriculum Hong Kong task-based language teaching teaching methods |
Issue Date | 2021 |
Publisher | Sage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.com |
Citation | Language Teaching Research, 2021, v. 25 n. 5, p. 729-753 How to Cite? |
Abstract | The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners’ language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural approach, communicative language teaching and task-based language teaching) in Hong Kong’s secondary education between 1975 and the present. By adopting Richards and Rodgers’s (2014) framework (approach, design and procedure), it examined how ELT theories have been transformed into local curricula (1975, 1983, 1999 and 2002/07) and commercial textbooks (Longman, Oxford University Press) via detailed content analysis. The findings suggest that research into ELT methods in Hong Kong over the past decades has generally directed the designs of the language curricula. Changes in the textbooks, however, have been relatively limited, although considerable attempts have been made to align textbook design with ELT trends. By considering various constraints in the theory-to-practice process, this study offers suggestions for future research and language teaching, particularly regarding the recent debate over the choice between the ‘weak’ and ‘strong’ versions of task-based language teaching in EFL contexts, and the post-methods perspective in language teaching. |
Persistent Identifier | http://hdl.handle.net/10722/275167 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.738 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chan, JYH | - |
dc.date.accessioned | 2019-09-10T02:36:55Z | - |
dc.date.available | 2019-09-10T02:36:55Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Language Teaching Research, 2021, v. 25 n. 5, p. 729-753 | - |
dc.identifier.issn | 1362-1688 | - |
dc.identifier.uri | http://hdl.handle.net/10722/275167 | - |
dc.description.abstract | The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners’ language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural approach, communicative language teaching and task-based language teaching) in Hong Kong’s secondary education between 1975 and the present. By adopting Richards and Rodgers’s (2014) framework (approach, design and procedure), it examined how ELT theories have been transformed into local curricula (1975, 1983, 1999 and 2002/07) and commercial textbooks (Longman, Oxford University Press) via detailed content analysis. The findings suggest that research into ELT methods in Hong Kong over the past decades has generally directed the designs of the language curricula. Changes in the textbooks, however, have been relatively limited, although considerable attempts have been made to align textbook design with ELT trends. By considering various constraints in the theory-to-practice process, this study offers suggestions for future research and language teaching, particularly regarding the recent debate over the choice between the ‘weak’ and ‘strong’ versions of task-based language teaching in EFL contexts, and the post-methods perspective in language teaching. | - |
dc.language | eng | - |
dc.publisher | Sage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.com | - |
dc.relation.ispartof | Language Teaching Research | - |
dc.rights | Language Teaching Research. Copyright © Sage Publications Ltd. | - |
dc.subject | communicative language teaching | - |
dc.subject | ELT curriculum | - |
dc.subject | Hong Kong | - |
dc.subject | task-based language teaching | - |
dc.subject | teaching methods | - |
dc.title | Four decades of ELT development in Hong Kong: Impact of global theories on the changing curricula and textbooks | - |
dc.type | Article | - |
dc.identifier.email | Chan, JYH: edjimcyh@hku.hk | - |
dc.identifier.authority | Chan, JYH=rp02067 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/1362168819865563 | - |
dc.identifier.scopus | eid_2-s2.0-85073944824 | - |
dc.identifier.hkuros | 304487 | - |
dc.identifier.volume | 25 | - |
dc.identifier.issue | 5 | - |
dc.identifier.spage | 729 | - |
dc.identifier.epage | 753 | - |
dc.identifier.isi | WOS:000489787400001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1362-1688 | - |