期刊名称：The Reading Matrix: an international online journal
印刷版ISSN：1533-242X
出版年度：2006
卷号：6
期号：3
出版社：Reading Matrix, Inc.
摘要：The Communicative Approach in language teaching originates from a theory of language as
communication. According to this approach, the main objective of language teaching is to
develop what Hymes (1972) referred to as communicative competence. The literature on
language teaching suggests that EFL teachers¡¯ attitudes and practice toward Communicative
Language Teaching (CLT) vary depending on how they conceptualize CLT. Thus, the
purpose of this study is to first explore high school and institute teachers¡¯ attitudes toward
CLT within the context of an expanding circle (Iran) where English is practiced as a foreign
language. Secondly, the study aims at exploring the extent to which the teachers of these two
contexts materialize and substantiate their attitudes. To fulfill the objectives, a questionnaire
consisting of five main factors was administered to 100 male and female high school and
institute teachers. Moreover, a classroom observation scheme, designed on the basis of
literature on CLT, was used to monitor how well and to what extent teachers practice what
they believe. Descriptive and inferential analysis of the data indicated that high school and
institute teachers¡¯ attitudes toward CLT are positive, indicating a welcoming atmosphere
toward the implementation of CLT. However, among the participants only the teachers of
institutes practice a quasi-CLT type of approach in their classes.
