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دانلود پایان نامه کارشناسی ارشد رشته آموزش زبان انگلیسی با موضوع THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN ENGLISH DEPARTMENT IN A LAO HIGHER EDUCATIONAL INSTITUTION که شامل  108 صفحه و بشرح زیر میباشد:

نوع فایل : PDF قابل ویرایش و کپی برداری

ABSTRACT

English language is an international language used in order to communicate in the fields of

education, technology, trade and politics so that it is learnt as a foreign language in many

countries around the world. Due to the importance and necessity to communicate in

English, in recent decades many EFL countries as well as Lao higher educational

institutions have shifted from traditional grammar-based teaching method to

communicative-focused instruction. However, some research has reported that there is still

has a gap between schools’ language policy and classrooms’ practices. This study explores

the understandings and attitudes of English teachers in adopting a Communicative

Language Teaching (CLT) approach into their classrooms. It investigates factors that

promote or hinder EFL teachers’ implementation of this teaching approach into Lao higher

educational institutions English classrooms. It also examines the syllabi that influence

them in teaching communicative English.

This qualitative study investigated the perceptions of English teachers in a Department of

English and a case study approach was applied in order to explore teachers’ understandings

of CLT. Ten English teachers from one department in a Lao higher education institution

were interviewed using semi-structured interviews. The study compares the literature about

communicative English teaching with the findings of data collected from these ten one-toone,

in-depth interviews in the same setting.

The findings indicated that the factors that affected the implementation of CLT in the Lao

context related to teachers’ factors include: misconceptions of CLT, traditional grammarbased

teaching approach, teachers’ English proficiency and lack of CLT training. The

issues raised from students include: students’ low English proficiency, students’ learning

styles and behaviours, and lack of motivation to develop communicative competence.

Other difficulties caused by educational system were: the power of the examination, class

size, and insufficient funding to support CLT and the last factors caused by CLT itself was:

the lack of CLT interaction in society and school.

The study also provides a range of practical recommendations for the faculty deans, senior

managers at higher educational institutions, ministry educators and policy-makers to

further improve implementation of CLT and to help ensure the success in implementing

this approach in Lao higher educational institutions.

TABLE OF CONTENTS

Pages

DECLARATION…………………………………………………………………………….ii

ACKNOWLEDGEMENT…………………………………………………………………..iii

ABSTRACT………………………………………………………………………………….iv

TABLE OF CONTENTS………………………………………………………………….vi

LIST OF ABBREVIATIONS…………………………………………………………….vii

LIST OF TABLES…………………………………………………………………………..ix

CHAPTER ONE: INTRODUCTION AND OVERVIEW…………………………………۱

۱٫۱٫ NTRODUCTION……………………………………………..………………….…….۱

۱٫۲٫ BACKGROUND OF CLT……………………………………………..……..………..۱

۱٫۳٫ BACKGROUND OF THE STUDY………….…………………………………..……۳

۱٫۴٫ VALUE OF THE RESEARCH………………,……………………………………….۵

۱٫۵٫ RESEARCH AIMS AND QUESTIONS……………………………………………….۶

۱٫۶٫ OVERVIEW OF THE RESEARCH…………………………………………….……..۶

۱٫۷٫ SUMMARY……………………………………………………………………………..۷

CHAPTER TWO: LITERATURE REVIEW………………………………………..………۸

۲٫۱٫ INTRODUCTION……………………………………………………………..….……۸

۲٫۲٫ COMMUNICATIVE COMPETENCE………………………………………..….……۸

۲٫۳٫ DEFINITION OF COMMUNICATIVE LANGUAGE TEACHING………………….۹

۲٫۴٫ CHARACTERISTICS AND PRINCIPLES OF CLT………………………….……..۱۰

۲٫۵٫ ADOPTION OF CLT IN EFL CONTEXTS…………………………………………..۱۰

۲٫۶٫ ISSUES OF ADOPTING CLT IN EFL CONTEXTS…………….……………………۱۲

۲٫۷٫ SUMMARY…………………………………………………………….…….………۲۷

CHAPTER THREE: METHODOLOGY………………………………………………….۲۸

۳٫۱٫ INTRODUCTION……………………………………….…………….……….……..۲۸

۳٫۲٫ METHODOLOGY…………………………………………………….……………….۲۸

۳٫۳٫ RESEARCH METHODS…………………………………………………………….۳۵

۳٫۴٫ DATA COLLECTION……………………………………..………………………….۳۷

۳٫۵٫ DATA ANALYSIS…………………………………………………………………..۳۸

۳٫۶٫ RELIABILITY AND VALIDITY…………………………………………………….۴۰

۳٫۷٫ ETHICAL CONSIDERATIONS…………………………………………………….۴۲

۳٫۸٫ LIMITATIONS OF THE STUDY………………………………………….………..۴۳

۳٫۹٫ SUMMARY………………………………………….………………………………۴۴

CHAPTER FOUR: FINDINGS………………………………………………..…………۴۵

۴٫۱٫ INTRODUCTION……………………………………………………………………۴۵

۴٫۲٫ TEACHER BACKGROUNDS……………………………………….……………….۴۵

۴٫۳٫ INVOLVEMENT IN CLT……………………………………………………………..۴۶

۴٫۴٫ INTERPRETATION OF CLT…………………………………………………………۴۷

۴٫۵٫ BARRIERS TO IMPLEMENTING CLT…………………………………………….۵۳

۴٫۶٫ SUMMARY…………………………………………………………………………..۶۷

CHAPTER FIVE: DISCUSSION OF FINDINGS AND RECOMMENDATIONS……..۶۸

۵٫۱٫ INTRODUCTION…………………………………………………………….………۶۸

۵٫۲٫ MAJOR FINDINGS………………………………………..………………….………۶۸

۵٫۳٫ RECOMMENDATIONS……………………………………………………….……..۸۴

۵٫۴٫ FUTURE RESEARCH OPPORTUNITIES…………………………………………..۸۶

۵٫۵٫ RESEARCH SUMMARY……………………………………………………………۸۶

REFERENCES……………………………………………………………………….……۸۷

APPENDIX…………………………………………………………………………….…..۹۵

Appendix 1: Qualitative Research for In-depth Interview Questions……………………….۹۵

Appendix 2: Participant Consent Form………………..….……………………….….……۹۶

Appendix 3: Information Sheet………..…….……………..………………………………۹۸


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