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US/UK-Trained English Teachers vs. Locally-Trained English Teachers:Beliefs and Practices in Communicative Language Teaching
Kung, Yi -chen
Yeh, Leah C. Y.
Kung, Yi -chen
|Issue Date: ||2009-09-19 13:05:44 (UTC+8)|
Communicative Language Teaching (CLT) has dominated the field of language teaching for decades. Previous research also indicated that the effectiveness of CLT has a lot to do with the culture of learning in the country where CLT is implemented. The aim of the present study is to explore whether foreign-trained English teachers, who are presumably under more influence of CLT than locally-trained teachers, have manifested their beliefs and practices more explicitly in the classroom instruction.
This study adopted a qualitative research method. The participants are 3 US/UK-trained English teachers and 3 locally-trained English teachers, who teach in a senior high school in northern Taiwan. In this study, the instruments for collecting data included questionnaire, classroom observations and follow-up interviews. The data were analyzed to answer the following research questions: (1) US/UK-trained English teachers’ beliefs and practices in CLT, (2) locally-trained English teachers’ beliefs and practices in CLT, (3) the similarities in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers and (4) the differences in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers.
The major findings are all participants, including both foreign-trained and locally-trained teachers, claimed to hold positive attitude toward CLT. However, CLT was not used frequently in class. It was an eclecticism that was mostly adopted, instead. As for the major constraints from applying CLT, all participants agreed the contextual factors, such as pressure of exams, limited teaching hours, class size, mattered a lot. In addition, the overseas educational experience made no difference to teachers’ beliefs.
Finally, pedagogical implications and suggestions are presented at the end of the paper.
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|Source URI: ||http://thesis.lib.nccu.edu.tw/record/#G0094951005|
|Data Type: ||thesis|
|Appears in Collections:||[英國語文學系] 學位論文|
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