CLT theories and practices in EFL curricula: A case study of Korea

Abstract

This study investigates the theories and practices of communicative language teaching (CLT) in the EFL curriculum in Korea. Based on recent research on second/foreign language learning, CLT has been widely accepted as an effective way of teaching in ESL/EFL contexts. In an EFL situation, the Korean Ministry of Education have also realized the importance of CLT and made significant attempts to implement CLT through recent changes in the national English curricula. This study, in an effort to present a concrete picture of how CLT is implemented and utilized in an EFL context, discusses which specific CLT approach provides the theoretical basis for the recent national English curricula in Korea and how the curriculum contents are actualized based on the theories. Based on this discussion, this study aims to suggest a desirable future direction for curriculum development in EFL contexts where national curricula are essential in formal education.