Communicative Approach introduced to China in the 1990s was initially not very communicative¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶

q1 i? Communicative Approach was introduced to China in the 1990s with a 1992 functional syllabus and textbook series, but early ELT in China was described as not very communicative. → 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

q1 · i? · theoretical · r2

The article's historical account states that in 1992 the SEDC introduced a functional syllabus listing communicative functions and, with British Longman, published a new textbook series requiring teachers to teach communicatively. The article cites Liao (2000) for this account.

"In 1992 the State Education Development Commission (SEDC) introduced a functional syllabus, in which the communicative teaching aim was set, and the communicative functions to be taught were listed. In the same year, in cooperation with the British Longman, the SEDC published a new textbook series."

Discussion¶

Related Claims¶

• Most teachers in China's middle schools used traditional grammar-focused methods in the late 1980s — related
• China's Matriculation English Test ignores speaking skills despite adding communicative components after 1992 — related