CLT Theories and Practices in EFL Curricula A Case Study of Korea

| September 30, 2004
CLT Theories and Practices in EFL Curricula A Case Study of Korea

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Kyung-eun Yoon
ELT Department at Inonu University, Malatya, Turkey

Bio Data
The author taught English at Korean public middle schools from 1992 to 1997. He taught Korean at the University of Illinois from 1999 to 2004. His research specialization is in second/foreign language teaching, curriculum development, and conversation analysis

Kyung-eun Yoonis a Ph.D. candidate in Educational Psychology at the University of Illinois at Urbana- Champaign in the USA. He holds an M.A. in TESL in the Division of English as an International Language at the University of Illinois at Urbana-Champaign (1999) and an M.A. in EFL in Sung Kyun Kwan University in Seoul, Korea (1995)

This study investigates the theories and practices of communicative language teaching (CLT) in the EFL curriculum in Korea. Based on recent research on second/foreign language learning, CLT has been widely accepted as an effective way of teaching in ESL/EFL contexts. In an EFL situation, the Korean Ministry of Education have also realized the importance of CLT and made significant attempts to implement CLT through recent changes in the national English curricula. This study, in an effort to present a concrete picture of how CLT is implemented and utilized in an EFL context, discusses which specific CLT approach provides the theoretical basis for the recent national English curricula in Korea and how the curriculum contents are actualized based on the theories. Based on this discussion, this study aims to suggest a desirable future direction for curriculum development in EFL contexts where national curricula are essential in formal education.

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