scholarly journals Teachers' perceptions of communicative language teaching use in Brazil

2003 ◽  
Author(s):  
Marina Bandeira Aleixo
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teachers Perceptions

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals The multipurpose entrance examination: Beliefs of expatriate ELT faculty

2013 ◽  
Vol 37 (1) ◽  
pp. 9 ◽  
Author(s):  
Melodie Cook
Keyword(s):  
Public Relations ◽  
Language Teaching ◽  
English Teachers ◽  
Negative Influence ◽  
Communicative Language Teaching ◽  
Entrance Examination ◽  
Tertiary Level ◽  
Entrance Examinations ◽  
Teachers Perceptions ◽  
Entrance Exams

Entrance examinations for Japanese universities have come under fire from various sources for having a negative influence on communicative language teaching (Cook, 2010; Sakui, 2004; Sato & Kleinsasser, 2004), for being less valid and reliable than they could be (Brown, 2000; Leonard, 1998; Murphey, 2004), and for largely not having been written by experts (Aspinall, 2005). While these criticisms may be valid to some extent, it is important to realize that university entrance exams may only marginally serve pedagogical purposes; their economic, social, and public relations functions may, in some cases, even outweigh educationally-related concerns. This paper presents some initial findings from an exploratory Japan-wide study of tertiary-level, expatriate English teachers’ perceptions of entrance examination creation (specifically with regard to the English portion) and results reveal that these tests may be fulfilling more functions than we might at first expect. 日本の大学入試は、「コミュニカティブ・ランゲージ・ティーチングに負の影響を持つ」（Cook, 2010; Sakui, 2004; Sato & Kleinsasser, 2004）、「妥当性・信頼性に欠ける」(Brown, 2000; Leonard, 1998; Murphey, 2004)、「概して専門家によって作成されていない」(Aspinall, 2005)、など、様々な研究から批判を浴びてきた。これらの批判はある程度妥当かもしれないが、大学入学試験における教育的な目的の役割はごくわずかに過ぎないと認識することが重要である。入試の経済的・社会的・広報的機能が、場合によっては、教育関連の関心を上回ることさえある。本論では、日本全国の高等教育機関に従事する外国人英語教師の入試問題作成（特に英語の試験）への認識に関する探索的研究から得られた初期の調査結果を提示し、その結果、入試が当初の予想以上に多くの機能を果たす可能性があることを明らかにする。

scholarly journals ENGLISH TEACHERS’ VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS

2018 ◽  
Vol 76 (5) ◽  
pp. 649-662
Author(s):  
Martin Kustati ◽  
Yunisrina Qismullah Yusuf ◽  
Nooreiny Maarof
Keyword(s):  
Teacher Development ◽  
Rural Areas ◽  
Language Teaching ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Rural High Schools ◽  
Self Confidence ◽  
West Sumatra

The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers’ perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students’ low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers’ insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. Keywords: communicative language teaching, English as a foreign language, reading, teachers’ voices, rural areas.

scholarly journals High School Teachers’ Perceptions of the Intercultural Communicative Language Teaching (ICLT) Model Applied in Language Classrooms- A Case Study of a Vietnamese High School

2021 ◽  
pp. 27-46
Author(s):  
Nguyen Thi Ngoc Hanh ◽  
Nguyen Hai Quan
Keyword(s):  
High School ◽  
Teaching Practice ◽  
Language Teaching ◽  
School Context ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Second Phase ◽  
Teachers Perceptions ◽  
Cultural Aspects ◽  
Prescribed Curriculum

This study exemplifies itself as an attempt to bridge theory and practice in developing high school learners’ intercultural communicative competence (ICC) through language teaching. In particular, it aims to introduce the Intercultural Communicative Language Teaching (ICLT) model to teachers through seminars for teaching practice in a high school context. Teachers’ perceptions of the model were investigated via two rounds of interviews and classroom observations. Ten teachers in a high school in the Mekong Delta Region participated in the first stage of seminars and round-one interviews and three continued to proceed to the second phase of lesson planning and teaching practice. Findings from the study revealed a high level of awareness the teachers had regarding the need to integrate cultural aspects and develop students’ ICC. The teachers perceived contextual conditions in their school as favourable for integrating cultural contents in their English lessons. Yet, the urge to abide by the prescribed curriculum and textbooks, and the exam backwash effects appeared to discourage them to confidently adopt a more language-culture balanced approach in teaching. The teachers were also found to wholeheartedly welcome the ICLT model for its values in promoting more weight on cultural aspects and bringing more motivation to learners. The model was perceived as teacher-friendly and highly feasible in their context thanks to its resemblance to the CLT teaching approach that they were familiar with. Heavy workload in lesson preparation, time restriction in the curriculum and teachers’ lack of confidence in their own cultural and intercultural knowledge and skills were found to be key challenges to the teachers’ practice when the ICLT model was applied.

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

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