Communicative-based curriculum innovations between theory andpractice: implications for EFL curriculum development and studentcognitive and affective change

Presenter ： Adam Wang Instructor ： Dr. Pi-Ying Teresa HsuDate ： Dec 10, 2012

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Citation

Shawer, S. (2010). Communicative-based curriculum innovations between theory and practice: Implication for EFL curriculum development and student cognitive and affective change. The Curriculum Journal, 21(3), 333-359.

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Contents

Introduction

Literature ReviewMethodology

ResultsConclusion

Limitations

Reflections

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Definition of Terms

MOE = Ministry of Education

CLT = Communicative Language Teaching

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Introduction

Background

For about three decades the Ministry of Education (MOE) has been trying to improve the English as a foreign language (EFL) curriculum in Egypt.

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Introduction

Gap

The new curriculum innovation has failed because previous scholars found it was difficult for teachers who have learned English through the traditional approaches suddenly turn to familiar classroom methods in favor of newer ones.

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Purpose of the study

This study examines the communicative approach influence on student learning and motivation to illuminate continuing calls for communicative-based teacher training programmed in Egypt.

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Research Questions

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Literature review

Savignon advocates that ‘represent a context that attracts researchers and curriculum developers, offering a study framework for integrating linguistic theory, research, and teaching practice’.

(Savignon, 1991, p.263).

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Literature review

CLT involves genuine communication, communication through the target language, collaborative activities and use of authentic materials.

(Grenfell & Harris, 1999)

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Methodology

Four sections to teachers and students.

Semi-structuredCross-case comparison

Observe how teachers teach in the class

Interview ObservationQuestionnaires

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Methodology

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Cross-case comparison

This is a method that researcher used in case study which is to compare the difference of two or more case in the study. For example:

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Participants

Two groups to compare

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Procedure

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Terry’s class

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Procedure

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Mark’s class

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Conceptualization of CLT

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Questionnaire responses

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Interviews

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Questionnaires

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Results & Findings

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Q1 ： What are the teachers’ conceptualizations of CLT?

Both teachers agreed that CLT comprises genuine communication through the target language, tolerance about student mistakes and authentic materials.

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Results & Findings

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Q2 ： Is there a gap between teacher cognition of CLT and their actual classroom practice?

Only the first case (Terry) operationalized it in his classroom. The second-case findings, Mark, held CLT beliefs but never translated them into classroom practice.

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Results & Findings

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Q3 ： What is the impact of CLT on student cognitive and affective change?

The first-case (Terry) found that CLT had a positive impact on student.

The second-case (Mark) found that was not communicative, did not help his students to improve their abilities to use English or increase their motivation to learn.

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Conclusions

The current study concludes that use of communicative syllabuses are not enough for teachers to run actual communicative based teaching.

This study recommends CLT as valid and

effective for underpinning EFL curriculum innovation and development.

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Limitation

Future researchers are encouraged to use ability measures to assess student learning and performance measures to assess teacher pedagogy.

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Reflection

I learned how to conduct a case study, although these were complex method, it was worth to learn a new information about the design.

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