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A study of senior high school english teachers’ classroom practices with CLT-based textbooks in greater Kaohsiung area
communicative language Teaching
|Issue Date:||2013-09-04 14:57:05 (UTC+8)|
The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well.
The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education.
The major findings are summarized as follows:
1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT.
2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production.
3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones.
4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT.
5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not.
Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.
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