Use this URL to cite or link to this record in EThOS:
Title: Libyan secondary school EFL teachers and communicative language teaching : attitudes, beliefs and constraints in implementation
Author: Abu-Talag, Salem Etaher Mustafa
ISNI:       0000 0004 5921 5006
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Thesis embargoed until 18 Feb 2021
Access from Institution:
The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to find out whether EFL secondary teachers implement the CLT approach in their classrooms. A data collection triangulation method was utilized involving different research tools. Firstly, an evaluation of a questionnaire distributed to 24 participating Libyan teachers was carried out. Secondly, classroom observations of the same teachers were conducted, applying the communicative orientation of language teaching observation scheme (COLT). Here, the four categories derived from the literature on CLT are employed to determine whether the teaching methodology is communicative. Finally, the same teachers were interviewed to investigate their beliefs and attitudes concerning the CLT approach and its practicality. The results of the qualitative and quantitative data analyses indicated that teachers do not implement the CLT approach. This is due to several factors: low teacher language proficiency; over-reliance on textbooks; class size; time limitations; and lack of adequate training in classroom implementation. An analysis of challenges teachers encounter in implementing CLT and recommendations arising from the study constitute the final chapter of this research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available