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Communicative Language Teaching in   Different Countries

Printausgabe
EUR 67,80

E-Book
EUR 47,46

Communicative Language Teaching in Different Countries

Teachers’ and Students’ Subjective Theories on CLT Concerning Cross-Cultural Awareness in Germany, Iran, the Netherlands, and Sweden

Parnaz Kianiparsa (Autor)

Vorschau

Inhaltsverzeichnis, PDF (110 KB)
Leseprobe, PDF (240 KB)

ISBN-13 (Printausgabe) 9783736990746
ISBN-13 (E-Book) 9783736980747
Sprache Englisch
Seitenanzahl 342
Umschlagkaschierung glänzend
Auflage 1. Aufl.
Erscheinungsort Göttingen
Promotionsort Augsburg
Erscheinungsdatum 02.09.2015
Allgemeine Einordnung Dissertation
Fachbereiche Kulturwissenschaften
Anglistik und Amerikanistik
Schlagwörter Communicative Language Teaching (CLT), Teachers' and Students' Beliefs, EFL Contexts, Intercultural/Cross-Cultural Awareness
Beschreibung

Communicative Language Teaching (CLT) is a teaching approach which was first introduced in the late 1960s in the US and UK and shifted the focus of language teaching from language awareness to language use and function. CLT aims to make students communicatively competent in terms not only of linguistic, but also socio-linguistic and strategic competence. CLT is seen as one of the approaches which can help learners develop their skills, knowledge, and abilities for effective communication, resulting in its worldwide application in different contexts. However, from the outset, there was no clear agreement about its principles and techniques, and teachers faced problems in describing and applying it. Consequently, CLT has been broadly examined and investigated in different teaching contexts, especially EFL settings. However, there are only a few studies which explore the appropriacy and cultural components of this approach in international contexts. This study was therefore designed to explore upper-secondary school teacher and student attitudes and beliefs towards: (1) the implementation of CLT and their English classes and (2) the inclusion of cultural and intercultural aspects in the principles of CLT and as a result their English classes, with a focus on the development of Intercultural Communicative Competence (ICC), as determined by current foreign language teaching policy in many countries.