Shifting paradigms: from a communicative to a context-based approach
Shifting paradigms: from a communicative to a context-based approach
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Huw Jarvis (principal author) and Sirin Atsilarat (co-author)
Bio Data
Huw Jarvis (principle author).
Over 20 years’ experience of working as an EFL/ESL practitioner.
Publications in several peer-reviewed journals including; Journal of English for Academic Purposes, ReCALL and The British Journal of Education Technology.
Presenter as a featured speaker at several international conferences.
Member of the Higher Education Research Centre at the University of Salford
http://www.edu.salford.ac.uk/her/herc
Sirin Atsilarat (co-author).
2 years experience of working with computers as an EFL/ESL practitioner
Full-time member of staff at the British Council, Bangkok, Thailand.
Qualifications:
1) Huw Jarvis (principle author). Postgraduate qualifications
Royal Society of Arts Certificate in Teaching English as a Foreign Language (TEFL). International House Hastings, UK.
Royal Society of Arts Diploma in TEFL. Waltham Forest College, UK.
MA in Education Technology and Teaching English to Speakers of Other Languages (TESOL). University of Manchester, UK.
2) Sirin Atsilarat (co-author). Postgraduate qualifications
MA in Teaching English as a Foreign Language (TEFL). University of Salford, UK.
This paper offers a critical examination of the communicative approach (CA) with specific reference to a study of the teaching and learning experiences of a group of Thai university practitioners and students. It is argued that although the fundamental tenets of the approach have served the profession well, it is now time to consider an emerging alternative paradigm in the form of a context-based approach (C-bA).
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