Abstract
This small scale study aimed at identifying (1) the characteristics of teaching practices in CLT classrooms, (2) teachers’ opinions underlying such practices, (3) their positions while adopting CLT, and (4) a knowledge base used as a framework of CLT implementation. Eight Thai teachers who regarded themselves as CLT proponents voluntarily took part in this study. Data collected via classroom observations and post-teaching semi-structured interviews indicated that CLT involved four common features including promoting ‘small talk’ in the target language, beginning the lesson with the combination of lead-in and presentation strategies, positively reacting to students’ linguistic errors, and emphasizing semi-communicative activities. The participants’ opinions underlying CLT implementation centered on playing multiple roles including lesson designers, class managers, and English users with certain levels of English proficiency. Content, pedagogical content, and subject matter knowledge served as their major elements of the knowledge base for teaching when conducting CLT lessons.
Highlights
1.1 BackgroundEnglish language teaching is a field that integrates theories in education, linguistics, and other disciplines with an aim to develop teaching and learning English in all contexts (Davigon, 2007)
This study aimed at uncovering teaching practices in naturalistic Communicative language Teaching (CLT)-based classrooms, the teachers’ reasons underlying the practices, and additional aspects reflected as practitioners implementing CLT
Classroom observations and face-to-face with a few additional telephone interviews conducted as data collection methods yielded rich sufficient data manipulated to the findings
Summary
1.1 BackgroundEnglish language teaching is a field that integrates theories in education, linguistics, and other disciplines with an aim to develop teaching and learning English in all contexts (Davigon, 2007). Hymes (1972) proposed that language competence embraces linguistic, sociolinguistic, pragmatic, and strategic competence individuals need for effective communication. His seminal concept has strongly guided the overall policy of language education since . While a strong version aims at learning a language through communication to master in that target language, a weak version focuses on using the language to communicate. These different versions affect differing teaching and learning practices under the same or related communicative approaches
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