Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum
development and student cognitive and affective change
Saad Shawer
saadsaad71@yahoo.com; sshawer@ksu.edu.sa
Teacher education
Curriculum and instruction
2010
The Curriculum Journal Vol. 21, No. 3, September 2010, 333–359
(published by Taylor and Francis- Routledge)
NA
Article
ISSN 0958-5176 print/ISSN 1469-3704
http://www.informaworld.com
Yes
communicative language teaching; curriculum development; motivation; teacher development; teacher training
This qualitative study examines the influence of teacher conceptualizations of communicative language
teaching on their actual classroom practice and student cognitive and affective change. The qualitative
paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology
(interaction with, rather than detachment from, the respondents), and methodology through using an
idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and
questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who
understood CLT and managed to materialize its principles into action significantly improved student language
learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic
teaching as well as communicative knowledge that was not translated into practice had almost a typical
negative impact on student learning and motivation. Recommendations for curriculum development, teacher
development, teacher training and future research are made.
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‫الباحثين‬
‫وسيلة االصتاا‬
‫القسم‬
‫التخاص‬
‫سنة النشر‬
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‫جهة الدعم‬
‫نوع المادة‬
ISSN
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)‫ال‬
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