Language Teachers’ Beliefs and Practices Regarding the Appropriateness of Communicative Methodology : A Case Study from Thailand
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS 바로가기
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- 통권
- Vol.7 No.2 (2010.06)바로가기
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- 페이지
- pp.279-311
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A182286
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원문정보
초록
- 영어
- Analysts of curricular innovation distinguish two different versions. One is the documented curriculum, or the intended innovation, which presents idealized innovative prescriptions while the other is the realized version - that which is actually implemented in classrooms. This distinction reflects the complexity of curricular innovation which has been acknowledged by many researchers both in the mainstream education and in English language teaching and learning, especially in Asian contexts (e.g., Carless, 2001; Markee, 1997; Wang, 2008). This small-scale case study is an attempt to address the gap between curricular rhetoric and classroom reality by exploring how some teachers have implemented a curricular innovation in two Thai secondary schools. Data were obtained from classroom observation and in-depth interviews with eight teachers to identify what they believed about communicative English language teaching and the extent to which their classroom practices reflected their beliefs. In the course of the interviews, the teachers referred to a number of contextual factors which routinely constrained their practice, and this provides an opportunity for readers to consider the extent to which the same constraints to curricular innovation might occur in their own teaching and learning contexts.
목차
ABSTRACT
INTRODUCTION
The Role of Teachers in Curriculum Innovation
Communicative Language Teaching in Asian schools
Communicative Language Teaching in Thai schools
Teachers’ Beliefs and Teachers’ Practices
THE PRESENT STUDY
The Research Questions:
The Setting and Participants
Access and Informed Consent
Data Collection
Data Analysis
FINDINGS
The Thai Teachers’ Background and Beliefs
Use of English in Class
Student-Centered Learning
Learning as an Active Process
Error Correction
Teacher and Student Roles
The Teachers’ Practices
Use of English in Class
Student-Centered Learning
Learning as an Active Process
Error Correction
Teacher and Student Roles
Teachers’ Rationalizations
IMPLICATIONS OF THIS STUDY
THE AUTHORS
REFERENCES
APPENDIX
저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.7 No.2
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