On The Implementation Of CLT In College English Teaching

The idea of CLT is ardently advocated these days by Chinese language teaching experts, however, its implementation remains a problem. This study tries to draw a clear picture of CLT itself and Chinese college English teaching through classroom observations, questionnaires and interviews in order to find CLT a proper role in college English teaching. The results show that the college English teaching in China remains quite traditional in terms of classroom instruction, students'belief and preference as well as evaluation. However, it is arbitrary to deny the whole system. CLT stems from the west and grows in the west. We have not been following its natural growing process so it is doomed to meet troubles in the foreign soil due to the different language environment, teaching resources and culture. The current situation of college English teaching does not come into being overnight. There are too many historical factors and traditions in it. The implementation of CLT is supposed to be a mild and gradual process instead of a foolhardy passionate action. Many universities are trying to optimize their courses by offering more options and adding communicative features to the current system. We are not supposed to abandon the existing system but give various optional programs that meet the needs of different students by letting them follow different courses that benefit them most. CLT is selectively implemented in CET according to students'needs instead of dogmatically transplanted just because it's in fashion. It might be a slow process to make our CET more rationally communicative, but also a significant one. Though the overall teaching style is not that communicative, we are striding to CLT in our own way.