Defeng Li is Assistant Professor in the Faculty of Arts at the Chinese University of Hong Kong. His scholarly activities, publications, and teaching relate to the teaching of ESL/EFL, to teacher education, and to translation studies.
“It's Always More Difficult Than You Plan and Imagine”: Teachers' Perceived Difficulties in Introducing the Communicative Approach in South Korea
Article first published online: 4 JAN 2012
1998 TESOL International Association
Volume 32, Issue 4, pages 677–703, Winter 1998
How to Cite
LI, D. (1998), “It's Always More Difficult Than You Plan and Imagine”: Teachers' Perceived Difficulties in Introducing the Communicative Approach in South Korea. TESOL Quarterly, 32: 677–703. doi: 10.2307/3588000
- Issue published online: 4 JAN 2012
- Article first published online: 4 JAN 2012
Despite the widespread adoption of communicative language teaching (CLT) in ESL countries, research suggests that curricular innovations prompted by the adoption of CLT in EFL countries have generally been difficult. The literature on curriculum innovation suggests that teachers' understanding of an innovation is central to its success. A study of a group of South Korean secondary school English teachers' perceived difficulties in adopting CLT reveals that the difficulties have their source in the differences between the underlying educational theories of South Korea and those of Western countries. The results suggest that, to adopt CLT, EFL countries like South Korea will need to change their fundamental approach to education and that implementation should be gradual and grounded in the countries' own EFL situations. In the long run, EFL countries should establish their own contingent of language researchers in order to develop English teaching theories more suitable for their EFL contexts. Change agents must study teachers' perceptions of an innovation to ensure its success.