Atitudes sobre o ensino comunicativo da língua: o caso de estudantes e professores de EFL
DOI:
https://doi.org/10.17533/udea.ikala.v24n03a04Palavras-chave:
ensino comunicativo da língua, crença dos professores, crença dos estudantes, inglês como língua estrangeira, princípios CLTResumo
Embora nos últimos anos houve um grande número de estudos sobre o uso da CLT na EFL, relativamente poucos estudos tentaram comparar e contrastar especificamente as crenças dos professores de línguas estrangeiras com as de seus próprios estudantes ao redor dos princípios CLT. Portanto, este estudo foi pensado para aprofundar nos professores e nas crenças dos estudantes ao redor de seis princípios fundamentais do enfoque comunicativo no contexto EFL do Irã. Para isso, foi desenvolvida e administrada uma escala de atitudes tipo Likert em 154 professores e 242 estudantes de inglês. Os resultados revelaram que, embora ambos os grupos de participantes tinham atitudes favoráveis sobre a CLT, os participantes os docentes tiveram níveis de percepção significativamente altos sobre os princípios da CLT ao redor do papel da gramática, o papel dos estudantes, o papel dos docentes e a correção / avaliação de erros. No entanto, não se acharam diferenças significativas entre os estudantes de idiomas e os docentes em reação com o trabalho em grupo / par e o papel da linguagem nativa. As atitudes favoráveis dos participantes foram tomadas para indicar sinais positivos para a implementação de CLT no contexto iraniano, já que seus princípios básicos parecem ser bem-vindos no contexto deste estudo.
Downloads
Referências
Anani Sarab, M. R., Monfared, A., Safarzadeh, M. M. (2016). Secondary EFL school teachers’ perceptions of CLT principles and practices: An exploratory survey. Iranian Journal of Language Teaching Research, 4(3), 109-130.
Asgari, S. (2015). An investigation of teachers' beliefs and classroom practices in English language institutes and high schools in Iran. International Journal of Educational Investigations, 2(1), 156-170.
Ashoori Tootkaboni, A. (2019). Teachers' beliefs and practices towards communicative language teaching in the expanding circle. Revista Signos. Estudios de Lingüística, 52(100) 265-289. https://doi.org/10.4067/S0718-09342019000200265
Ashoori Tootaboni, A. & Khatib, M. (2017). Exploring EFL learners' beliefs toward communicative language teaching: A case study of Iranian EFL learners. Journal of English Language Teaching and Learning, 9(20), 109-134.
Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31, 485-500. https://doi.org/10.1016/j.system.2003.03.002
Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing. New York, NY: Routledge. https://doi.org/10.4324/9780203864739
Gorsuch, G. (2000). EFL educational policies and education cultures: influences on teachers’ approval of communicative activities. TESOL Quarterly, 34(4), 675-710. https://doi.org/10.2307/3587781
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
Huynh, V. H. (2006). English language teaching in Vietnam: A comparison of teachers’ beliefs and practices, and learners’ perception. Unpublished thesis, Michigan State University.
Jarvis, H., & Atsilarat, S. (2004). Shifting paradigms: from a communicative to a context-based approach. Asian EFL Journal, 6(4).
Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers' attitude to the communicative approach. ELT Journal, 50(3), 187-198. https://doi.org/10.1093/elt/50.3.187
Kern, R. G. (1995). Students' and teachers' beliefs about language learning. Foreign Language Annals, 28(1), 71-92. https://doi.org/10.1111/j.1944-9720.1995.tb00770.x
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.
Lewis, M. & McCook, F. (2002). Cultures of teaching: Voices from Vietnam. ELT Journal, 56(2), 146-153. https://doi.org/10.1093/elt/56.2.146
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. https://doi.org/10.1017/S0261444807004363
Maftoon, P. (2002). Universal relevance of communicative language teaching: Some reservations. The International Journal of Humanities, 9(2), 49-54.
Mangubhai, F., Marland, P., Dashwood, A., & Son, J.-B. (2005). Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: Does the use of an educational model cast a better light? Language Teaching Research, 9(1), 51-86. https://doi.org/10.1191/1362168805lr153oa
Matsuura, H., Chiba, R., & Hilderbrandt, P. (2001). Beliefs about learning and teaching communicative English in Japan. Japan Association for Language Teaching, 23(1), 69-82.
Ngoc, K. M. & Iwashita, N. (2012). A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49.
Nguyen, T. H. A. (2002). Cultural effects on learning and teaching English in Vietnam. The Language Teacher, 26(1), 2-6.
Nishino, T. (2008). Japanese secondary school teachers’ beliefs and practices regarding communicative language teaching: an exploratory survey. JALT Journal, 30(1), 27-51.
Nunan, D. (1988). The learner-centered curriculum. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524506
Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37, 380-390. https://doi.org/10.1016/j.system.2009.03.002
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Richardson, V., Anders, P., Tidwell, D. & Lloyd, C., (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research, 28(3), 559-586. https://doi.org/10.3102/00028312028003559
Richards, J. C., & Rodgers, T. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
Savignon, S. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York: McGraw-Hill.
Savignon, S. J. & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner attitudes and perceptions. International Review of Applied Linguistics in Language Teaching, 41(3), 223-249. https://doi.org/10.1515/iral.2003.010
Schulz, R. A. (1996). Focus on form in the foreign language classroom: Learners’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 333-364.
Sullivan, P. (1996). English language teaching in Vietnam: An appropriation of communicative methodologies. Unpublished doctoral thesis, University of California.
Taguchi, N. (2005). The communicative approach in Japanese secondary schools: Teachers’ perceptions and practice. The Language Teacher, 29(3), 3-9.
Wagner, J. (1991). Innovations in foreign language teaching. In Phillipson, R. et al. (Eds.), Foreign language pedagogy research: A commemorative volume for Claus Færch. Clevedon: Multilingual Matters.
Wilkins, D. (1976). Notional syllabuses. London: Oxford University Press.
Yook, C. M. (2010). Korean teachers' beliefs about English language education and their impacts upon the Ministry of Education-initiated reforms. Applied Linguistics and English as a Second Language Dissertations. Paper 14. Retrieved from: http://scholarworks.gsu.edu/alesl_diss/14/
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2019 Íkala
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
