Jordanian University Communicative Language Teaching Dangling Between Theory and Practice
This study investigates whether Jordanian university instructors’ practices match their attitudes in regards to selected communicative language teaching (viz. pair/group work, the teacher’s role, error correction, and use of native language).The research design is essentially qualitative in which observation is the basic instrument. The researcher traced the aforementioned CLT principles in the practices and attitudes of two university instructors teaching English. After the researcher observed the two participants’ classroom practices and took notes of their classroom behaviors for three 60-minute lectures, she conducted a semi-structured interview to reveal their attitudes towards CLT as well as challenges hindering its adoption in their context. The findings indicated a relative disparity between the instructors’ attitudes and their classroom practices despite some instinctive embracement of certain CLT features. The major challenges were embodied in lack of CLT training, huge class sizes, limited exposure vents to English, structure-oriented syllabuses and shortage of time.
Key words: Communicative language teaching; Communicative competence; Attitude; Classroom practices
Al- Majid, M. A. (2006). The Effect of Teacher’s Attitudes on the Effective Implementation of the Communicative Approach in ESL Classrooms (Unpublished doctoral dissertation). University of South Africa, South Africa.
Al-Momani, N. (1993). The Use of Certain Genres of English Literature in Teaching Vocabulary and Structures to 12th Grade Student (Unpublished MA thesis). Yarmouk University, Jordan.
Bataineh, R., Al Rabadi, R., & Smadi, O. (In press). Fostering Jordanian University Students’ Communicative Performance Through Literature-Based Instruction. The TESOL Journal.
Bataineh, R., Bataineh, R., & Thabet, S. (2011). Communicative Language Teaching in the Yemen EFL Classsroom: Embraced or Merely Lip-Serviced? Journal of Language Teaching and Research, 3(4), 859-866.
Bataineh, R. & Zghoul, L. (2006). Jordanian TEFL Graduate Student’s Use of Critical Thinking Skills (as Measured by the Cornell Critical Thinking Test, Level Z). International Journal of Bilingual Education and Bilingualism, 9 (1), 33-50.
Brandão, I. (1999). A Few Reflections on the Subject of Literature. English Language and the Teaching/Learning Process.
Brown, D. (1994). Principles of Language Learning and Teaching. San Francisco: Prentice Hall Regents.
Brown, D. (2001). Teaching by Principles. San Francisco: Addison Wesley Longman, Inc.
Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1, 1-47.
Canale, M. (1983). From Communicative Competence to Communicative Pedagogy. In J.C Richards & R.W. Schmidt (Eds.), Language and Communication. London: Longman.
Chastain, K. (1976). Developing Second Language Skills: Theory to Practice. Chicago: Rand McNally.
Coskun, A. (2011). Investigation of the Application of Communicative Language Teaching in the English Language Teaching Classroom—A Case Study on Teachers’ Attitudes in Turkey. Journal of Linguistics and Language Teaching, 2(1), 85-109.
Evans, S. (1997). Teacher and Learner Roles in the Hong Kong English Language Classroom. Education Journal, 25(2), 43-61.
Gass,S. & Selinker, L. (2001). Second Language Acquisition An Introductory Course. London: Lawrence Erlbaum Associates, Inc.
Hutchinson, T. (1999). Life Lines Pre-Intermediate Students Book. Oxford: Oxford University Press.
Kim, H. (2002). Creating a Foreign Language Environment Through a Literature-Based Approach (Unpublished doctoral dissertation). Arizona State University, U.S.A.
Kim, H. (2003). Literature Circles in EFL Curriculum Establishing a Framework. Retrieved from http://www.melta.org.my/ET/2003/2003-1.pdf
Lababidi, W. (1983). Towards a Communicative English Syllabus for the Compulsory Cycle in Jordan (Unpublished MA thesis). Yarmouk University, Jordan.
Macdonald, M. & Rogers-Gordon, S. (1984). Action Plans. Boston: Heinle &Heinle.
McDonough, J. & Shaw, C. (2003). Materials and Methods in ELT a Teachers’ Guide.
Mukattash, L. (1983). The Problem of Difficulty in Foreign Language Learning. In E. Dahiyat & M. Ibrahim (Eds.), Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities. Amman, Jordan: University of Jordan.
Omaggio, A. (2000). Teaching Language in Context. Boston: Heinle and Heinle.
Pendidikan, T. (2008). The Role of Communicative Competence in L2 Learning. Retrieved from http://akademisi.wordpress.com/2008/11/09/the-role-of-communicative-competence-in-l2-learning/
Rabab’ah, G. (2005). Communication Problems Facing Arab Learners of English. Journal of Language and Learning, 3(1), 180-197.
Savignon, S. (2002). Interpreting Communicative Language Teaching Contexts and Concerns in Teacher Education. London: Yale University Press.
Stigler, J. & Hiebert, J. (1999). The Teaching Gap Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York: The Free Press.
Toland, P. (2006). Is Development Education Most Effective in the Formal Education Sector? Policy and Practice: A Development Education Review, 2, 83-84.
Zafeiriadou, N. (2001). On Literature in the EFL Classroom. Retrieved from http://www.asian-esp-journal.com/April_2007_EBook.doc
- There are currently no refbacks.
If you have already registered in Journal A and plan to submit article(s) to Journal B, please click the CATEGORIES, or JOURNALS A-Z on the right side of the "HOME".
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: firstname.lastname@example.org; email@example.com; firstname.lastname@example.org
Copyright © 2010 Canadian Academy of Oriental and Occidental Culture
Address: 758, 77e AV, Laval, Quebec, H7V 4A8, Canada
Telephone: 1-514-558 6138
E-mail: email@example.com; firstname.lastname@example.org; email@example.com