A Case Study of College Level Second Language Teachers' Perceptions and Implementations of Communicative Language Teaching

Autor/in	Wong, Chiu-Yin
Titel	A Case Study of College Level Second Language Teachers' Perceptions and Implementations of Communicative Language Teaching
Quelle	In: Professional Educator, 36 (2012) 2, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-786X
Schlagwörter	Teaching Methods; Second Languages; Communicative Competence (Languages); Language Teachers; College Faculty; Teacher Attitudes; Second Language Instruction; Program Implementation; College Students; Teacher Role; Spanish; Teacher Administrator Relationship; Observation; Interviews; Misconceptions; Faculty Development; Teacher Education; Case Studies + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Second language; Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Fremdsprachenunterricht; Collegestudent; Lehrerrolle; Spanisch; Beobachtung; Interviewing; Interviewtechnik; Missverständnis; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study
Abstract	Previous research studies have indicated that some educators do not advocate Communicative Language Teaching (CLT) because of their misunderstanding of the methodology. This article explores the relationship between college-level second language (L2) educators' perceptions and their implementations of CLT. The results of this study show that the majority of the participating teachers admitted that they did not understand what exactly CLT meant, but agreed that a communicative approach could facilitate students' learning. These teachers would like to insert a variety of methods in their practices regardless of the rules provided by the program coordinators. The findings also indicate that some teachers advocate for CLT because they believe it is the best way to achieve communicative competence. This study suggests the importance of partnerships between program coordinators and instructors. It also aims to yield insight regarding the design of future language teacher education. (Contains 1 table.) (As Provided).
Anmerkungen	Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://www.theprofessionaleducator.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10