Abstract
This article examines post-war developments in English language education in Hong Kong and, in particular, the 'communicative' English language syllabus, a major government-sponsored innovation in language education in the past 15 years. The article begins with a historical perspective on the issue of 'declining' English standards in Hong Kong, before going on to examine the aims and implementation of a learner-centred, process-oriented teaching approach in English language classrooms in Hong Kong. These contextual factors are analysed at the following levels: Hong Kong society (the politcal, economic, social and cultural context), the Hong Kong educational system, Hong Kong secodnary schools, and the English language classroom (which includes learning activities and materials, teacher and learner roles, and classroom interaction).
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