摘要：This study examines Yemeni EFL teachers’ knowledge of the major principles of Communicative Language Teaching (henceforth, CLT) and their classroom subscription to these principles. The findings reveal that although these teachers are fairly knowledgeable of the principles of CLT, their classroom behavior does not always reflect this knowledge, which is most evident in their tendency to resort to structure-based practices. The authors conclude with a number of recommendations and pedagogical implications.
