[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-199735-en":3,"doc-seo-199735-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},199735,687207020761,"Oliver Hayes","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Potential Cultural Resistance to Pedagogical Imports - The Case of Communicative Language Teaching in China","The paper analyzes why communicative language teaching (CLT) has not produced the expected impact on English language teaching in China despite decades of top-down reform. Focusing on Chinese culture of learning as a central constraint, it argues that CLT conflicts with culturally rooted assumptions about teaching and learning, teacher and student roles, encouraged learning strategies, and valued qualities. The study advocates a cautiously eclectic, socioculturally informed approach to educational innovation adoption.","Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China  \nGuangwei Hu  \nNational Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616  \nSince the late 1980s there has been a top-down movement to reform English language teaching (ELT) in the People’s Republic of China (PRC) . An important component of this reform has been an effortto import communicative language teaching(CLT) in the Chinese context. CLT, however, has failed to make the expected impact on ELT in the PRC. This paper examines one of the most important potential constraints on the adoption of CLT in the Chinese classroom, namely, the Chinese culture of learning. It argues that CLT and the Chinese culture of learning are in conflict in several important respects, including philosophical assumptions about the nature of teaching and learning, perceptions of the respective roles and responsibilities of teachers and students, learning strategies encouraged, and qualities valued in teachers and students. In view of such fundamental differences, the paper contends that it is counterproductive to take an ‘autonomous’attitude, rather than an ‘ideological’one, to pedagogical innovations developed in a different sociocultural milieu. It concludes by arguing for the necessity of taking a cautiously eclectic approach and making well-informedpedagogical choices that are grounded in an understanding of sociocultural influences.  \nIn the last quarter century the English language has been gaining importance and popularity at an accelerated rate in the People’s Republic of China (PRC) . There has been a clear recognition of the language as an important resource that the nation can harness in its drive to modernisation (Cortazzi & Jin, 1996a). English is perceived as a key to promoting international exchange, acquiring scientific knowledge and technological expertise, fostering economicprogress, and participating in international competition (Ross, 1992) .  \nBecause of the superior prestige English has accrued in relation to the nation’s modernisation program, English language teaching (ELT) has received a great deal of attention. The traditional approach to ELT in the PRC has been a curious combination of the grammar-translation method and audiolingualism, which is characterised by systematic and detailed study of grammar, extensive use of cross-linguistic comparison and translation, memorisation of structural patterns and vocabulary, painstaking effort to form good verbal habits, an emphasis on written language, and a preference for literary classics. As will become clear, this approach has taken root in, and has drawn strong support from, the Chinese culture of learning, hence its popularity among Chinese teachers and learners (Hu, 2001). The approach, however, has failed to develop an adequate level of communicative competence (i.e. the ability to use the target language for authentic communication) in millions of Chinese learners of English.1  \n0790-8318/02/02 0093-13 $20 .00/0 © 2002 G. Hu  \nLANGUAGE, CULTURE AND CURRICULUM Vol. 15, No. 2, 2002  \n94 Language, Culture and Curriculum  \nTo address this problem and to interface with modern developments in language pedagogy, there has been an impressive top-down movement to reform ELT in the PRC since the late 1980s. An important component of this reform has been an effort to import communicative language teaching (CLT) and implant it into the Chinese context. To promote CLT, tremendous efforts and resources have been expended on revamping curricula for various levels of education, updating English syllabuses to include principles and practices advocated by CLT, producing communication-oriented English textbooks, developing skill-oriented examinations, and upgrading teachers’knowledge of new language-learning theories and pedagogies (Adamson & Morris, 1997; Hu, 2001) .  \nIn spite of the efforts and resources expended, numerous Chinese teachers ","cbCaien9qnCGFEC8","https://ap.wps.com/l/cbCaien9qnCGFEC8","pdf",156170,2,1,13,"English","en",105,"# Introduction\n## CLT Importation and Reform in China\n## Constraints and Resistance to CLT\n# Tenets and Practices of CLT\n## Incongruities with Chinese Learning Culture\n# Implications for Pedagogical Innovation","[{\"question\":\"What does the paper identify as a key constraint on adopting CLT in China?\",\"answer\":\"It argues that the Chinese culture of learning is a major constraint, and arguably the most important one, limiting CLT’s expected impact.\"},{\"question\":\"In what ways does CLT conflict with Chinese learning culture?\",\"answer\":\"The paper highlights conflicts in philosophical assumptions about teaching and learning, perceptions of teacher and student roles, learning strategies, and qualities valued in both teachers and students.\"},{\"question\":\"What approach does the paper recommend for future pedagogical innovations?\",\"answer\":\"It recommends a cautiously eclectic approach and well-informed pedagogical choices grounded in understanding sociocultural influences.\"}]","Potential Cultural Resistance to Pedagogical Imports - The Case of Communicative Language Teaching in China | PDF",1788506869,33,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":29},"potential-cultural-resistance-to-pedagogical-imports-the-case-of-communicative-language-teaching-in-china","",{"@graph":37,"@context":86},[38,54,69],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,48,51],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":20},"https://docshare.wps.com/document/","Document",{"item":49,"name":12,"@type":44,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":44,"position":53},"https://docshare.wps.com/document/potential-cultural-resistance-to-pedagogical-imports-the-case-of-communicative-language-teaching-in-china/199735/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":42,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-05","2026-09-04",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What does the paper identify as a key constraint on adopting CLT in China?","Question",{"text":76,"@type":77},"It argues that the Chinese culture of learning is a major constraint, and arguably the most important one, limiting CLT’s expected impact.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"In what ways does CLT conflict with Chinese learning culture?",{"text":81,"@type":77},"The paper highlights conflicts in philosophical assumptions about teaching and learning, perceptions of teacher and student roles, learning strategies, and qualities valued in both teachers and students.",{"name":83,"@type":74,"acceptedAnswer":84},"What approach does the paper recommend for future pedagogical innovations?",{"text":85,"@type":77},"It recommends a cautiously eclectic approach and well-informed pedagogical choices grounded in understanding sociocultural influences.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,121,124,129,132,136],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":47,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":47,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":47,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":47,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":47,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":47,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":47,"category_name":138,"show_sort_weight":107,"slug":139},19,"General","general"]