Communicative-Based Curriculum Innovations between Theory and Practice: Implications for EFL Curriculum Development and Student Cognitive and Affective Change

Autor/in	Shawer, Saad
Titel	Communicative-Based Curriculum Innovations between Theory and Practice: Implications for EFL Curriculum Development and Student Cognitive and Affective Change
Quelle	In: Curriculum Journal, 21 (2010) 3, S.333-359 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	English (Second Language); Second Language Instruction; Curriculum Development; Communicative Competence (Languages); English Teachers; Teaching Methods; Educational Innovation; Theory Practice Relationship; Second Language Learning; Student Motivation; Foreign Countries; Egypt + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Theorie-Praxis-Beziehung; Zweitsprachenerwerb; Schulische Motivation; Ausland; Ägypten
Abstract	This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10