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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/14921

Title: Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change
Authors: Saad Shawer
Keywords: communicative language teaching; curriculum development; motivation; teacher development; teacher training
Issue Date: 2010
Publisher: The Curriculum Journal Vol. 21, No. 3, September 2010, 333–359
Abstract: This qualitative study examines the influence of teacher conceptualizations 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 materialize 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.
URI: http://hdl.handle.net/123456789/14921
Appears in Collections:Arabic Language Institute

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