Abstract
AbstractAn educational reform in Iran required teachers to employ communicative pedagogies while teaching English at secondary schools in order to develop students’ communicative ability. This study seeks to understand three Iranian English language teachers’ incentives for supporting their strongly established grammar instruction practices as they trialed aspects of task‐supported language teaching. Interviews and observations were used to gather data from these teachers in a junior secondary school. The results revealed that despite the teachers’ practical attempts to implement reform changes, their strong beliefs in the importance of accuracy, enhanced by their students’ low English proficiency and parental expectation, continued to guide lessons with an initial explicit grammar teaching. The results support the post‐method pedagogical idealism, emphasising that communicative goals should embrace class context particularities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
