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Student Teachers' Perceptions About Communicative Language Teaching Methods

City University of Hong Kong

Deborah Aldred

Sheffield University

This paper presents some aspects of student teachers' perceptions about the suitability and usability of communicative language teaching methods (CLTM) in the language classrooms of Hong Kong. Teacher education around the world emphasises a move towards more communicative teaching methods with interactive student-centred learning encouraged. But for student teachers who have grown up in cultures which often have teacher-centred classrooms, examination and curriculum constraints, and large classes, there is often a mismatch between theoretical methods and reality.

The paper describes how a research initiative used to gain an understanding of some of the student teachers' perceptions of CLTM became incorporated in an awareness raising exercise in the methodology course. This move was an attempt to make the course more relevant for the local student teachers involved and provide more support in training them for the classroom. Ultimately it is hoped that such initiatives will encourage student teachers to have more positive attitudes to communicative teaching methods.

RELC Journal, Vol. 31, No. 1, 1-22 (2000)
DOI: 10.1177/003368820003100101


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