A Methodological Model For Integrating CLT With GTM In OET

Just a few words suffice to generalize the current status of ELT in middle schools: "Much input, poor output" and "High grades, low ability". It is generally agreed that foreign language teaching in middle schools is not much of a success and the traditional teaching methodology also has a lot of deficiencies in both theory and practice, though ELT has undergone a marked development. One of the most serious problems with the traditional language teaching is that oral English teaching has been neglected and the importance of speaking is greatly underestimated. As a result, many students fail to express themselves even in simple English after learning English for several years.A comprehensive analysis of the students' poor language performance indicates that their main problem lies in a lack of oral practice, which is fundamentally caused by two factors, one objective and the other subjective. The former rests on the reality that the current system of education is utterly test-oriented; it is because speaking is never tested in middle school that oral skills are continually neglected throughout their studies. The latter is based on the fact the traditional teaching method, or GTM, has been deep-rooted in the teaching practice of middle school. It emphasizes language form rather than function and meaning, accuracy rather than fluency, teacher's central role rather than students' initiative and autonomy. All those result in students' poor oral skills and passivity in class.Since the English Curriculum Criterion was put into practice, the issue of oral English teaching has been brought into focus. Many people began to realize the gravity of the phenomenon of "dumb English" and became aware of the disadvantages of the traditional teaching methodology which was dominated by "three-centered". In order to improve the current situation and meet the requirements of the coming oral English tests, CLT was introduced into English teaching for the purpose of promoting the students' oral proficiency. However, empirical studies have proved that the outcome of teaching English exclusively using CLT in middle schools has not produced the expected results. The reasons for this consequence are varied.They include factors in culture, population, economy, basic concepts of education, and pedagogical deficiency.From a historical and linguistic point of view, no single method can suit the various teaching objectives and address the needs of all students. Any teaching method is the product of its historical period, whose aim is to fulfill its own specific objectives. We cannot draw a hasty conclusion that particular methods are good or bad regardless of the circumstance in which they are being used. Each has its own distinctive features along with its advantages and disadvantages. Research has indicated that making exclusive use of either the CLT or the GTM does not suit English teaching in China today. In order to overcome the disadvantages of the traditional teaching method and adapt the modern teaching method to the Chinese specific circumstance, a desirable solution is to reconcile the CLT with GTM and make flexible and eclectic use of the two approaches so as to gel the benefit from both of them.In this paper, an attempt is made to put forward a practical teaching model for OET which reflects the reconciliation between CLT and GTM and the combination of modernism and traditionalism. The aim is to promote the students' oral skills as well as linguistic competence, which will be achieved through a step-by-step progression from accuracy-oriented activities to fluency-oriented activities.The paper summarizes by offering some suggestions for oral English teaching. In order to attain the teaching objectives and help students to overcome their reluctance to open their mouths, some effective measures and techniques are suggested for consideration and application in the process of teaching.