Challenges and Constraints of Implementing Communicative Language Teaching: Teacher-Related vs. Non-Teacher-Related Factors

Autor/in	Nam, Hyunjeong
Titel	Challenges and Constraints of Implementing Communicative Language Teaching: Teacher-Related vs. Non-Teacher-Related Factors
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 1, S.75-96 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Teaching Methods; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Barriers; English (Second Language); Language Teachers; Teacher Attitudes; Foreign Countries; Educational Policy; Class Size; Educational Change; Attitude Change; Teacher Characteristics; Self Concept; Language Proficiency; Teacher Motivation; Teaching Experience; Pedagogical Content Knowledge; Task Analysis; Comparative Analysis; Native Speakers; Student Motivation; Higher Education; Elementary Secondary Education; South Korea; Uzbekistan; North America; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Politics of education; Bildungspolitik; Klassengröße; Bildungsreform; Attitudinal change; Einstellungsänderung; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Pädagogische Kompetenz; Aufgabenanalyse; Muttersprachler; Schulische Motivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korea; Republik; Nordamerika
Abstract	Concerns have long been raised regarding the constraints of CLT. The study aims to discern the exact as opposed to the supposed problems that are taken for granted as obstacles. A total of 95 in-service Korean, North American, Chinese, Uzbek English teachers participated in the study. The results reveal that none of the non-teacher-related external factors such as educational policy, class size, classroom layout, learners' English proficiency, and learners' motivation, was found to be significant for CLT. Amongst teacher-related internal factors such as teachers' language proficiency, teacher's motivation to teach, years in service, teacher competence, and training in instructional methodology, teacher competence was found to be significant. In addition to the influence of the constraints on the teaching methods, the study further investigated teachers' perception of their teaching. The results that teaching methods were selected for 'convenience' and external teaching environments as the No.1 precondition for their change to CLT suggest a need for a shift in teacher perception. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01