Similarities and differences in teachers’ and researchers’ conceptions of communicative language teaching: does the use of an educational model cast a better light?

Abstract

This study seeks to document teachers' conceptions of communicative language teaching (CLT) and to compare their conceptions with a composite view of CLT assembled, in part, from researchers' accounts of the distinctive features of CLT. The research was prompted by a review of the relevant research literature showing that, though previous studies in this area have pointed to some significant differences between teachers' and researchers' conceptions of CLT, the results are still inconclusive. In this study, usual methods for accessing teachers' understandings of CLT, such as observation and questionnaire, have been replaced by one that examines teachers' practical theories that guide their use of CLT approaches in classrooms. Semistructured interviews and video-stimulated recall interviews were used to gain access to teachers' practical theories of CLT. The interview data show that while these teachers collectively have internalized most of the elements of communicative approaches, there are many individual variations. The data also show that these teachers have integrated aspects of communicative approaches into an overall view of teaching that incorporates many features not normally mentioned in the second language literature.

Trends in qualitative research in language teaching since 2000

“…Miller & Aldred 2000;Mangubhai et al 2004Mangubhai et al , 2005Nazari 2007). The contradictory results of research on Communicative Language Teaching (CLT) and teacher stereotypes are thought-provoking.…”

Communicative Language Teaching as Conceptualized by Bhutanese English as Second Language Teachers

“…However, in many context, implementing the approach has been found challenging. One of the encumbrances in adopting CLT studies revealed was that teachers face difficulties in both understanding and adopting CLT, and implying a mismatch between the theory and teachers' understanding (Chang, 2011;Mangubhai et al, 2004Mangubhai et al, , 2005Thompson, 1996;Wu, 2008). Personal beliefs, experiences, and cultural differences in perceiving the concept of communicative competence were seen to influence the teachers' conceptualization of CLT.…”

Effectiveness of Teaching Approaches of In-service Training Courses for EFL Teachers in Jordanian Schools

“…Currently, teachers the world over have been recommended to use the communicative approach for its emphasis on the use of the foreign language in the classroom (Mangubhai et al, 2005). In fact, English language teaching has dominated the communicative approach as it has become one of the most implemented approaches worldwide.…”

“…Reflecting the commitment to adopting the communicative approach, all state education authorities and teacher educators at both pre-service and in-service levels have made strenuous effort to initiate the use of this approach among practicing and prospective teachers (Mangubhai et al, 2005).…”