Please use this identifier to cite or link to this item: http://scholarbank.nus.edu.sg/handle/10635/16465
Title: Communicative language teaching in practice? : A study of four post-graduate student teachers in Thailand
Authors: AURAPAN WEERAWONG
Keywords: English language teaching
Issue Date: 2-Dec-2006
Source: AURAPAN WEERAWONG (2006-12-02). Communicative language teaching in practice? : A study of four post-graduate student teachers in Thailand. ScholarBank@NUS Repository.
Abstract: This study explores the implementation of Communicative Language Teaching (CLT) in the language classrooms in Thai schools where English is taught as a foreign language. It studies the manner in which four experienced student teachers in a post-graduate TEFL programme interpreted the CLT pedagogical methodologies and translated them into practice. Thus, the study, firstly, investigates if teachers who undergo a re-training programme in CLT implement the approach in their classroom or not; and secondly, it defines the factors contributing to successful or unsuccessful implementation.Data were collected through eight classroom observation sessions, their audio and video recordings, the teachersa?? self-reports, and interviews. The analyses were conducted qualitatively and quantitatively. The transcriptions of the eight lessons were investigated for the actual practice, and analysed under the input-practice-output production paradigm of the CLT framework, thus offering a qualitative outlook of classroom behaviours. Moreover, a category system designed to capture the teachers and learnersa?? behaviours defines a model for a supplementary analysis of the data in order to provide a complementary quantitative approach to the qualitative interpretation of the collected classroom interaction. Conclusions were drawn from the evidence emerged in regard to the implementation of CLT or the lack of it. In addition, an investigation of the socio-cultural dimension of teaching and learning was conducted to explore the factors that contributed to successful or unsuccessful CLT implementation in the data collected. Conclusions were drawn from this data in regard to the social norms and expectations articulating Thai teachers and learnersa?? interaction, their status and roles in the Thai hierarchical system, the Thai teaching and learning cultures, and the strategies through which the informants attempted to facilitate the studentsa?? learning, and to alleviate the intrinsic cultural barriers as they are enacted in classroom life. Implications concerning the feasibility of CLT implementation are drawn from the study, and suggestions are offered regarding improvements for teacher education courses and possible directions of future research.
URI: http://scholarbank.nus.edu.sg/handle/10635/16465
Appears in Collections:Ph.D Theses (Open)

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