Attitudes towards Communicative Language Teaching: The Case of EFL Learners and Teachers

Mohammad Khatib; Arezoo Ashoori Tootkaboni

doi:10.17533/udea.ikala.v24n03a04

Autores/as

Mohammad Khatib Allameh Tabataba'i University https://orcid.org/0000-0001-9079-4534
Arezoo Ashoori Tootkaboni Allameh Tabataba'i University https://orcid.org/0000-0001-8595-6922

DOI:

https://doi.org/10.17533/udea.ikala.v24n03a04

Palabras clave:

enseñanza comunicativa de la lengua, creencia de los profesores, creencia de los estudiantes, inglés como lengua extranjera, principios CLT

Resumen

Aunque en los últimos años ha habido un gran número de estudios sobre el uso de la CLT en la EFL, relativamente pocos estudios han tratado específicamente de comparar y contrastar las creencias de los profesores de lenguas extranjeras con las de sus propios estudiantes con respecto a los principios CLT. Por lo tanto, este estudio fue diseñado para profundizar en los profesores y las creencias de los estudiantes hacia seis principios principales del enfoque comunicativo dentro del contexto EFL de Irán. Para ello, se desarrolló y administró una escala de actitudes tipo Likert a 154 profesores y 242 estudiantes de inglés. Los resultados revelaron que, aunque ambos grupos de participantes tenían actitudes favorables hacia la CLT, los participantes de los maestros tuvieron niveles de percepción significativamente altos en cuanto a los principios de la CLT en cuanto al papel de la gramática, el papel de los estudiantes, el papel de los maestros y la corrección / evaluación de errores. Sin embargo, no se encontraron diferencias significativas entre los estudiantes de idiomas y los maestros en relación con el trabajo en grupo / par y el rol del lenguaje nativo. Las actitudes favorables de los participantes fueron tomadas para indicar señales positivas para la implementación de CLT en el contexto iraní, ya que sus principios básicos parecen ser bienvenidos en el contexto de este estudio.

|Resumen

= 1132 veces | PDF (ENGLISH)

= 724 veces| | HTML (ENGLISH)

= 81 veces|

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Mohammad Khatib, Allameh Tabataba'i University

Ph. D. in TEFL, Allameh Tabataba'i University, M. A. and B. A. English Literature, Tehran University. Associate Professor, tefl, Allameh Tabataba'i University, Tehran, Iran.

Arezoo Ashoori Tootkaboni, Allameh Tabataba'i University

B. A. English Literature, Guilan University, M. A. in tefl, Shahid Beheshti University. Ph. D. in TEFL, Allameh Tabataba'i University, Tehran, Iran

Citas

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/