摘要：This paper presents a case study that investigated and compared the stated beliefsand observed classroom practices relating to Communicative Language Teaching(CLT) of two ESL teachers. The findings of the study revealed that both theteachers hold similar complex beliefs that mostly contradict the philosophy ofCLT. The practices were not in line with their stated belief or CLT principleseither. The findings also indicate that teachers indeed possess a set of complexbeliefs that are not always realized in their classroom practices for a variety ofpotential reasons: some of these might be directly related to the context ofteaching. Additionally, this study found that by articulating and reflecting on hisbeliefs, the teacher became more aware of the meaning and impact of these beliefson his classroom practices. Some implications of future studies have alsodiscussed.
