Most teachers in China's middle schools used traditional grammar-focused methods in the late 1980s¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? 87% of teachers in China's middle schools used the traditional method in the late 1980s, focusing on grammar and structure. → Yang Xu 2010

Evidence¶

Yang Xu 2010¶

Yang Xu. (2010). Theories Analyzing Communicative Approach in China's EFL Classes. English Language Teaching, 3(1). https://eric.ed.gov/?id=EJ1081496

q2 · i? · theoretical · r2

The article cites a 1990 investigation by Zuo reporting that "87% of teachers in China's middle schools used the traditional method in the late 1980s". The article reports this as a cited statistic without describing the study's design.

"The first reason is that "87% of teachers in China's middle schools used the traditional method in the late 1980s" (Zuo, 1990, p.40). Teachers had focused on grammar and structure for a long time."

Discussion¶

Related Claims¶

• Secondary school teachers in 1980s China had low formal English qualifications — related
• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition — related
• Communicative Approach introduced to China in the 1990s was initially not very communicative — related
• Students most often attributed their grammar-learning beliefs to their use of English outside the classroom, followed by high-school teachers and classmates — related