Can communicative language teaching methods enhance the English language proficiency of South Korea EFL secondary school students?: A case study
Cardiff Metropolitan University
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As society becomes more globalised, proficiency in English has become one of the most important factors in English teaching and learning in Korea*. In order to enhance global competitiveness, the Korean government has implemented the communicative approach as a way of English teaching within their national curriculum. Therefore, the objective is to focus on students’ communicative English skills throughout the public educational sector. However, there remains inconsistency and doubt as to the effectiveness of the communicative approach due to a perceived conflict of interest between achieving spoken fluency and achieving high grades for university entry. This dissertation investigated how the communicative approach has provided English proficiency to secondary school students based on its implementation within the English educational system in Korea. The paper sets out to investigate certain English educational policies as set out by the Korean government. The chosen case study provided a methodology and explored a more detailed account towards its findings. For this study a number of Korean English teachers and secondary school students were selected, in addition to ten selected schools within the Self-Governing Province of Jeju, Korea. Certain data was obtained from participants embracing both questionnaires and interviews. The collected data was then analysed in consideration of the ‘communicative’ approach. These results indicated that even though the ‘communicative’ teaching method is considered an effective approach towards the English language, many of the teachers encountered practical issues. Lack of resources and time constraints made it almost impossible to apply this method within the current framework. Furthermore, cross-cultural differences can present a communication vacuum, where teachers and students have different cultural and social expectations which can create a barrier between mutual understanding.
MA Education - Dissertation
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