論文摘要：

It has been 40 years since the bi票小rth of the Communicativ嗎藍e Language Teaching (CLT裡土), which has had a profound methodolog相亮ical impact on English lang答民uage teaching worldwide. It has 討照also become the most debate廠明d approach. Research on CLT f雨件lourished with the rise of Ta紙北sk-Based Language Teaching (TBLT) as 去車a new methodological developm爸市ent in the communicative tra兵錢dition in the 1990s, with th都喝e latter giving more consideration t件從o the realization of the approach at 小說the classroom level. H錢還owever, despite the large amount 輛民of research, debates over CLT and T市愛BLT have never led to any consens西是us due to the contradictions b話那etween the desirable teaching me是厭thodology and the unsatisf朋線actory contextual factor筆唱s that constrain its 些拍use. The debates also indi美跳cate the limitations of the res了到earch methodologies used i司可n previous research, wit謝東h more attention given to th計劇e faithful implementation o光河f CLT and TBLT, while但也 less attention given to 線司teachers’ agency and autonomy in ma美海king their own methodo車年logical decisions.

The present study seeks to inve生這stigate a sample of Chinese E多畫FL teachers’ pedagogi靜拍c lived experience with上的 regard to the Communicative雪跳 Approach to Language Teaching (calle光冷d C-TBLT in this thesis). By teacher相鄉s’ lived experience is meant the totali鐵他ty of their everyday 司北pedagogic lives as a holistic and or著業ganic system. The ethnog什厭raphic approach is used in t老男his study in data collectio相服n in order to avoid the risk of a計雨 positivistic and reductionisiti化還c understanding of teachers費厭’ teaching only through the n就爸arrow lens of C-TBLT. The part又文icipants of the study are ten En老雜glish teachers from a senior high s熱秒chool, one of the top quality scho玩了ols in Beijing. One-year w場自eekly visits to the school and ext暗裡ensive interactions with the ten tea妹亮chers contribute to a thick descrip些門tion of teachers’ beli時裡efs, practices and daily conce火明rns in their natural teaching contex數區t. An on-going phenomen花外ological hermeneutic interpretation w分愛as conducted to arrive at a 看歌deep understanding of the錯去 meaning of the teachers’ live睡光d experience in relation to C-TBLT近飛.

With the teachers’ teaching pedag有錢ogy examined in the entirety of th錯河eir lifeworlds, C-TBLT does n物民ot seem to play a big ro湖作le in their daily pedagogic thinking. 吃訊In terms of the teacher物和s’ teaching practices gleaned throug謝裡h classroom observations, t但購here seem to be two different外有 pedagogic discourses among teac制分hers. One is the official, public di知機scourse and the other is姐司 the unofficial, private discourse北市. The former which is r司關eflected in teachers’ demo class peda去章gogy is consistent with a做腦 very strong view of C-TBL學美T, strongly oriented費就 toward the meaning 聽相of the language. In the teachers’我靜 routine classes, there are both道笑 meaning-oriented teaching and for森間m-oriented teaching. Howev間聽er the balance is clearly slanted to頻為wards a stress on language 家弟forms. The discrepancy between the t那南wo pedagogies can be seen as the r下外esult of the time constraint and問弟 the exam constraint that服務 exist at the case st務師udy school. Teachers’ 照很teaching is found to be more respo妹區nsive to the immediate demands 校子of their teaching contexts 草水than to their personal 木黑belief systems. Thus chan開一ges in the classroom require struct小歌ural and institutional changes to 廠資the whole ecological educat作靜ional system in which teac請來hers have to live and surviv為頻e. However, the demo class pedagogy, w黑什hich represents the promoted p匠厭edagogy in the curriculum re物討form effort in China, can be 他微perceived as the projection of the fut區海ure routine pedagogy i坐行f the external pressur體中e imposed by the Gao Kao is to 森有be removed or reduced.