Abstract
Communicative Language Teaching (CLT) is different from the traditional language syllabus, which is on the basis of the rationale that the goal of language teaching is to “use” the target language rather than to learn the “usage” of discrete grammatical structures. This paper expounds on the innovation from traditional teaching to CLT as well as the personalized technology of large-class teaching from the seven aspects of Who, Adopts, What, Where, When, Why, and How. The author compares and analyzes the two and concludes that the first case illustrates the importance of the CLT, but it is difficult to carry out due to a series of obstacles such as large-class teaching. Although the researcher in the second case accepted the poor situation and found a series of appropriate CLT skills that could be implemented in large-class teaching and achieved good results, the skills are not true of all large-class teaching. Therefore, curriculum innovation is an inevitable result of educational development, a reform to solve a specific problem involved, and needs to be adjusted according to different backgrounds.
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How to cite this paper
Analysis and Comparison of Two Innovations
How to cite this paper: Jixiu Xing. (2023). Analysis and Comparison of Two Innovations. The Educational Review, USA, 7(2), 246-250.
DOI: http://dx.doi.org/10.26855/er.2023.02.021