[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-199738-en":3,"doc-seo-199738-105":31,"detail-sidebar-cat-0-en-105":91},{"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},199738,8796093062539,"8796093062539","",8,"Research & Report","The Role of CLT in Innovating the Intensive Reading Course for Second-Year English Majors in China","Communicative language teaching (CLT) has been widely established as the dominant model in English language teaching since the 1970s, yet it still encounters resistance in highly constrained courses. This paper examines the feasibility of applying CLT to China’s Intensive Reading Course (IRC) and identifies potential changes. It reviews CLT theoretically, analyzes social and linguistic foundations, and discusses key models of communicative competence, major principles, and theoretical issues before proposing innovations to IRC.","Global Journals LATEX JournalKaleidoscope™  \nArtificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures .  \n1 The Role of Clt in Innovating the Intensive Reading Course for  \n2 Second-Year English Majors in China  \n3 Dayan Liu 1  \n4 1 Chongqing Jiaotong University  \n5 Received: 13 December 2016 Accepted: 5 January 2017 Published: 15 January 2017  \n6 ~~ ~~  \n7 Abstract  \n8 Since its initiation in the 1970s, communicative language teaching (CLT) has so far been well  \n9 established as the dominant ELT model. Despite its great advantages and huge popularity in  \n10 language teaching arena, it still meets with some resistance in certain highly-regarded yet  \n11 tightly-constrained courses. This paper intends to explore the possibility of applying CLT in  \n12 such a course in the Chinese context, i.e. the Intensive Reading Course (IRC), and the  \n13 potential to initiate some changes in the course. The paper starts by probing CLT  \n14 theoretically, analyzing its social and linguistic underpinnings, some key models of  \n15 communicative competence, the major principles and features of CLT, as well as some  \n16 theoretical problems and issues. It then discusses the innovation of IRC in a CLT framework,  \n17 in such areas as reading materials, learner-centredness, communicative activities and teacher  \n18 training, with a view to pushing for possible reforms in the teaching syllabus and assessment  \n19 for the course.  \n20 ~~ ~~  \n21 Index terms—communicative language teaching (clt); communicative competence; english language teaching  \n22 (elt); intensive reading course (irc)  \n23 The Role of Clt in Innovating the Intensive Reading Course for Second-Year English Majors in China  \n24 Introduction ver since the 1970s, communicative language teaching (CLT) has gained momentum and now ”is  \n25 well established as the dominant theoretical model in ELT [English language teaching]”??Thompson, 1996: 9) .  \n26 The popularity of CLT can be explained in part by the perception of the main function of language, which is, as  \n27 Richards and Rodgers (2001: 161) point out, ”interaction and communication”. Communication and the role of  \n28 language in it are thus given greater prominence in language teaching.  \n29 CLT was also introduced to remedy the deficiencies found in previous rule-or structure-based methods, such as  \n30 grammar-translation method, audiolingual method, the direct method, etc. (Bax, 2003), which were discredited  \n31 for ”their inability to prepare learners for the interpretation, expression, and negotiation of meaning”??Savignon,  \n32 2013: 138) . CLT, in contrast, is given credit because its key concept of communicative competence ”revolutionized  \n33 language teaching by redefining its goals and the methods to achieve them”??Littlewood, 2011: 545) .  \n34 Originating in Europe and the United States, CLT, as ”a more functional and practical approach to language  \n35 education”, is now gaining worldwide recognition from educators ??Duff, 2014: 20) . However, its application in  \n36 some Asian countries (see Littlewood, 2007) has met with problems, especially in face of the fact that traditional  \n37 grammar-based approaches still have a strong hold and there are practical constraints in specific teaching contexts.  \n38 This study explores the possibility of applying CLT in a Chinese context for a specific course, i.e. the Intensive  \n39 Reading Course (IRC), which is viewed to have the most constraints and is thus the hardest to initiate changes.  \n40 The paper first reviews CLT theoretically. It then outlines IRC and raises some issues of applying CLT in the  \n41 course. Last, the paper discusses what innovations towards a more communicative approach can be introduced  \n42 to the course, in an attempt to push for deeper refor","cbCaipmzPQuJt4Xo","https://ap.wps.com/l/cbCaipmzPQuJt4Xo","pdf",95975,2,1,9,"English","en",105,"# Abstract\n# Index terms—communicative language teaching (clt); communicative competence; english language teaching (elt); intensive reading course (irc)\n# The Role of Clt in Innovating the Intensive Reading Course for Second-Year English Majors in China\n## Introduction\n## A Theoretical Review of CLT\n## i. Social and linguistic underpinnings\n## ii. Models of communicative competence\n## 2 a. Canale and Swain model","[{\"question\":\"What is the main purpose of applying CLT to the Intensive Reading Course (IRC) in China?\",\"answer\":\"The paper explores the possibility of applying CLT to IRC and initiating changes within a highly constrained course context.\"},{\"question\":\"How does the paper present CLT before discussing IRC innovations?\",\"answer\":\"It reviews CLT theoretically, including its social and linguistic foundations, models of communicative competence, major principles and features, and related theoretical issues.\"},{\"question\":\"Which areas of IRC are targeted for innovation under a CLT framework?\",\"answer\":\"The paper discusses innovations in reading materials, learner-centredness, communicative activities, and teacher training, aiming to support reforms in syllabus and assessment.\"}]","The Role of CLT in Innovating the Intensive Reading Course for Second-Year English Majors in China | PDF",1788506879,23,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":10,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":29},"the-role-of-clt-in-innovating-the-intensive-reading-course-for-second-year-english-majors-in-china",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,47,50],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":20},"https://docshare.wps.com/document/","Document",{"item":48,"name":12,"@type":43,"position":49},"https://docshare.wps.com/document/research-report/",3,{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/the-role-of-clt-in-innovating-the-intensive-reading-course-for-second-year-english-majors-in-china/199738/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05","2026-09-04",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What is the main purpose of applying CLT to the Intensive Reading Course (IRC) in China?","Question",{"text":75,"@type":76},"The paper explores the possibility of applying CLT to IRC and initiating changes within a highly constrained course context.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How does the paper present CLT before discussing IRC innovations?",{"text":80,"@type":76},"It reviews CLT theoretically, including its social and linguistic foundations, models of communicative competence, major principles and features, and related theoretical issues.",{"name":82,"@type":73,"acceptedAnswer":83},"Which areas of IRC are targeted for innovation under a CLT framework?",{"text":84,"@type":76},"The paper discusses innovations in reading materials, learner-centredness, communicative activities, and teacher training, aiming to support reforms in syllabus and assessment.","https://schema.org",{"og:url":51,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":51},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,127,130,134],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":52,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":22,"doc_module":4,"doc_module_name":46,"category_name":124,"show_sort_weight":125,"slug":126},"Religion & Spirituality",20,"religion-spirituality",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":128,"show_sort_weight":125,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":46,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":46,"category_name":136,"show_sort_weight":106,"slug":137},19,"General","general"]