Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham e-Theses
You are in:

Libyan Secondary School EFL Teachers and Communicative Language Teaching: Attitudes, Beliefs and Constraints in Implementation

ABU-TALAG, SALEM,ETAHER,MUSTAFA (2016) Libyan Secondary School EFL Teachers and Communicative Language Teaching: Attitudes, Beliefs and Constraints in Implementation. Doctoral thesis, Durham University.

Full text not available from this repository.
Author-imposed embargo until 18 February 2021.

Abstract

Abstract

The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to find out whether EFL secondary teachers implement the CLT approach in their classrooms. A data collection triangulation method was utilized involving different research tools. Firstly, an evaluation of a questionnaire distributed to 24 participating Libyan teachers was carried out. Secondly, classroom observations of the same teachers were conducted, applying the communicative orientation of language teaching observation scheme (COLT). Here, the four categories derived from the literature on CLT are employed to determine whether the teaching methodology is communicative. Finally, the same teachers were interviewed to investigate their beliefs and attitudes concerning the CLT approach and its practicality.
The results of the qualitative and quantitative data analyses indicated that teachers do not implement the CLT approach. This is due to several factors: low teacher language proficiency; over-reliance on textbooks; class size; time limitations; and lack of adequate training in classroom implementation. An analysis of challenges teachers encounter in implementing CLT and recommendations arising from the study constitute the final chapter of this research.

Item Type:Thesis (Doctoral)
Award:Doctor of Philosophy
Faculty and Department:Faculty of Arts and Humanities > Modern Languages and Cultures, School of
Thesis Date:2016
Copyright:Copyright of this thesis is held by the author
Deposited On:19 Feb 2016 08:44

Social bookmarking: del.icio.usConnoteaBibSonomyCiteULikeFacebookTwitter