To Create a Learner-centered, Communicative, Intercultural Classroom

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Abstract

This paper explores the integration of learner autonomy, communicative language teaching (CLT), and intercultural language teaching to create a learner-centered, communicative, and intercultural English language classroom. Through a review of relevant literature, the study analyzes the theoretical foundations, practical applications, and challenges associated with each approach. It highlights the roles of teachers in fostering autonomy, the balance between fluency and accuracy in CLT, and the importance of cultural awareness in language education. Based on the findings, practical implications are proposed for designing effective classroom practices in Chinese EFL contexts, emphasizing teacher roles, selective use of authentic materials, and motivational strategies to enhance students’ communicative and intercultural competencies.

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