| dc.description.abstract | In the last decade, the practice of English Language Teaching (ELT) in China’s
classrooms has been greatly influenced by western-oriented innovations in Second
Language Teaching (SLT) pedagogy. SLT methods focusing on meaning and
communicative tasks have been introduced and have become superfluous throughout
the country, outdating the traditional grammar-centred instruction. However, the
decision to employ these new methods was taken with little reference to needs of
real-life classrooms, and consequently a context-practical method is still urgently
needed for practical implementation.
In this paper, I explore current research into form-focused instruction (FFI) at the
levels of approach, method, and procedure, with a view to its use at the particular
context of Chinese high schools. The focus is on one of the greatest challenges facing
SLT pedagogy – how to maintain grammar competence while developing
communication proficiency. I meet this challenge by adopting a FonFs type of
instruction and its requisite method to design English courses critically according to
various contextual constraints. I have also designed a five-stage procedure for the
implementation of this contextual method for use in the classroom, which is illustrated
by a design sample. The method and procedure presented here can be used to
stimulate SLT research in China’s context, and the design sample can strengthen
classroom instruction as well as text design. | en |
