Examination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovation

Chunrao Deng, David Robert Carless

Research output: Contribution to journalArticlepeer-review

26 Citations (Scopus)

Abstract

Communicative and task-based teaching hold central places in contemporary language pedagogy, yet their feasibility as pedagogic innovations in Chinese contexts remains open to question. Examinations are generally perceived as a particular factor militating against the implementation of communicative approaches. This study uses four case studies of teachers in two primary schools in China to provide in-depth empirical data, drawn from 55 lesson observations and a series of related interviews, focusing on the impact of examinations on classroom pedagogy. The analysis suggests that the influence of examinations differs from individual to individual, depending on various contextual and participant factors including teachers' beliefs about pedagogy. Implications for the relationship between pedagogic innovations and examination preparation are discussed.

Original languageEnglish
Pages (from-to)285-302
Number of pages18
JournalLanguage Assessment Quarterly
Volume7
Issue number4
DOIs
Publication statusPublished - Oct 2010

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