Citation 3:
Sun, G. Y. (2000). A Case Study of Communicative Language Teaching in China. TESL canada, 3(1), 67-86.

Summary:
This paper discussesd the implementation of communicative language teaching (CLT) methodology within the English as a foreign language (EFL) context in the Peoples’ Republic of China. It suggests investigating the context of an English language teaching program first, and then adapting the program to the Chinese context in order to more effectively implement the communicative methodology. Key questions regarding curriculum design are used as a case study of an EFL context in China.
It is concluded that there must be a compromise between CLT methodology and the EFL context, because CLT is at root a curriculum development. Three principles are judged to be helpful in understanding this problem: (1) in EFL teaching, the impact from the context on a program is more significant than in the English as a second language (ESL) context. The more that is known about the context, the better the new methodology can be adapted into the program: (2) Introducing methods of classroom activities is helpful, but not sufficient; adaptation should start from the beginning of the curriculum design; and (3) Adaptation of teaching methodology will be more successful if the theory of learning and teaching where CLT methodology is derived from is reviewed and studied with the characteristics of the program context in mind.
In this paper, a preliminary stage of context assessment of curriculum design in an EFL context in China was suggested. A framework of context is provided for developing a communicative language teaching program in China. In trying to integrating context into curriculum, three fundamental questions are raised and discussed. The situation and practice of adapting communicative language teaching methodology in Private Pui Ching Commercial College is discussed as a case study. There has to be compromise between CLT methodology and the conditions and provisions of the context in which it is to be implemented. The adaption of CLT in the EFL context is first of all a curriculum development.

Review:
The following principles that mentioned in this article will be helpful in understanding the adaptation of communicative language teaching methodology in not only China problem but also Korea:
1. In EFL teaching, the impact from the context on a program is more significant than that in an ESL context. The more they know about the context the better we can adapt this new methodology into the program.
2. Introducing methods of classroom activities is helpful, but not sufficient. The adaptation should start from the beginning of the curriculum design. Conditions of the context should be taken into account throughout the whole process of program development.
3. Adaptation of teaching methodology will be more successful if the theory of learning and teaching where CLT methodology is derived from is reviewed and studied with the characteristics of the program context in mind.