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Article published In: The Hard Work–Entertainment Continuum: Teaching Asian languages in Australia
Edited by Andy Kirkpatrick, Yong Zhong and Helen Kirkpatrick
[Australian Review of Applied Linguistics. Series S 12] 1995
► pp. 250–267

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Multiple instructions in communicative language teaching

 | University of New South Wales
 | University of New South Wales
Published online: 1 January 1995
DOI logo with link
https://doi.org/10.1075/aralss.12.15zho
Abstract
Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instructions by some Chinese language instructors and Chinese text-books which contradicts the philosophy of communicative teaching. The themes arising from the data analysis formed the frame of the present article which discusses types of problem instructions, their effects on students trying to complete communicative activities and students’ management of them. The study concludes with a suggestion that multiple instructions be improved in structure and delivery mode in order to make language learning more achievable.
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Cited by (1)

Cited by one other publication

Iwashita, Noriko & Irene Liem
2005. Factors affecting second language achievement in primary school. Australian Review of Applied Linguistics 28:1 ► pp. 36 ff. DOI logo

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