Four Decades of ELT Development in Hong Kong: Impact of Global Theories on the Changing Curricula and Textbooks

Autor/in	Chan, Jim Yee Him
Titel	Four Decades of ELT Development in Hong Kong: Impact of Global Theories on the Changing Curricula and Textbooks
Quelle	In: Language Teaching Research, 25 (2021) 5, S.729-753 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Jim Yee Him)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819865563
Schlagwörter	Foreign Countries; Curriculum Development; Second Language Learning; Second Language Instruction; English (Second Language); Student Needs; Teaching Methods; Learning Processes; Communicative Competence (Languages); Task Analysis; Educational Theories; Educational Change; Textbooks; Alignment (Education); Educational Trends; Secondary School Students; Theory Practice Relationship; Educational History; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Aufgabenanalyse; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Textbook; Text book; Schulbuch; Lehrbuch; Bildungsentwicklung; Sekundarschüler; Theorie-Praxis-Beziehung; History of education; Bildungsgeschichte; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01