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Iranian EFL Teachers’ Conceptions and Practices of Communicative Language Teaching Curriculum | ||
| Issues in Language Teaching | ||
| دوره 10، شماره 2، اسفند 2021، صفحه 171-202 اصل مقاله (1018.03 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2021.58226.569 | ||
| نویسندگان | ||
Amir Kardoust 1؛ Abdulbaset Saeedian  2
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| 1Ph.D. Candidate, Applied Linguistics, Allameh Tabataba'i University, Tehran, Iran | ||
| 2Ph.D. in Applied Linguistics, Allameh Tabataba'i University, Tehran, Iran | ||
| چکیده | ||
| Enabling learners to communicate both in an inter-personal level and with people of other nations is greatly emphasized in language learning programs. The present study seeks to analyze the conceptions of Iranian teachers after they implemented the new communicative language teaching (CLT) curriculum. To do so, two teachers were asked to record one session of their classes and subsequently participate in semi-structured interviews to elaborate on their rationale of what they did in the classroom. One of the teachers was a male with over 20 years of teaching experience, and the other was a female with almost the same years of teaching experience as the male. The analysis of the data showed wide discrepancies between teachers’ actual activities and the curriculum recommendations. The teachers highlighted their previous schooling as a student as well as contextual realities as factors influencing their teaching. The study highlighted the point that if teachers’ beliefs and the contextual realities are not in tune, teachers filter the curriculum in their own preferred ways leading to divergences from the proposed curriculum. Therefore, the study has clear implications for curriculum developers to consider contextual realities when proposing any innovations. It can also be of use for teachers to be aware of the need to be more cautious when implementing a new curriculum. | ||
| کلیدواژهها | ||
| Communicative Language Teaching؛ National Curriculum؛ Teachers’ Conceptions؛ Teachers’ Practices | ||
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آمار تعداد مشاهده مقاله: 279 تعداد دریافت فایل اصل مقاله: 34 |
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