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For years the English proficiency of general Hong Kong students is said to be continuously declining. There is a common belief that the execution of mother tongue education is a main factor for this phenomenon. However, rarely have people mentioned, discussed or thought of the relationship between the falling English proficiency and the prevalent teaching methodology. This paper questions the overuse of Communicative Language Teaching (CLT) in the Hong Kong context. It pinpoints the keydoi:10.4236/ojml.2013.34036 fatcat:our5eljnc5gerfdzarhvcca6pe