Teachers' and students' perceived difficulties in implementing communicative language teaching in Bangladesh : a critical study
This thesis investigates teachers' and students perceived difficulties in implementing communicative language teaching (CLT) in English language classes in Bangladeshi secondary schools. It examines the extent to which factors both from the teachers and students perspective contribute to these difficulties. This study used multiple methods to explore teacher and student practices and perceptions regarding CLT (Golafshani, 2003), and it was influenced by an ethnographical approach (Denzin, 1994; Jeffrey and Troman, 2004; Hammersley, 2006). Quantitative methods such as statistical analysis of classroom observation 'data have been used alongside qualitative methods such as thematic analysis of interview data. Classroom observation reveals that teachers apply only minimal CL T principles in their classroom practice. Interview data reveal that there were two major perceived difficulties in implementing CLT in the classroom: pedagogical difficulties and environmental and personal difficulties. The factors that contribute to perceived pedagogical difficulties include insufficient training for both pre-service and in-service teachers; low English proficiency; inconsistency between the CLT approach and the national
Hassan, Mohammad Kamrul
Teachers' and students' perceived difficulties in implementing communicative language teaching in Bangladesh : a critical study. This thesis investigates teachers' and students perceived difficulties in implementing communicative language teaching (CLT) in English language classes in Bangladeshi secondary schools. It examines the extent to which factors both from the teachers and students perspective contribute to these difficulties. This study used multiple methods to explore teacher and student practices and perceptions regarding CLT (Golafshani, 2003), and it was influenced by an ethnographical approach (Denzin, 1994; Jeffrey and Troman, 2004; Hammersley, 2006). Quantitative methods such as statistical analysis of classroom observation 'data have been used alongside qualitative methods such as thematic analysis of interview data. Classroom observation reveals that teachers apply only minimal CL T principles in their classroom practice. Interview data reveal that there were two major perceived difficulties in implementing CLT in the classroom: pedagogical difficulties and environmental and personal difficulties. The factors that contribute to perceived pedagogical difficulties include insufficient training for both pre-service and in-service teachers; low English proficiency; inconsistency between the CLT approach and the national
teachers student perceive difficulty implement communicative_language teach bangladesh critical_study investigates teacher_student perceive difficulty implement communicative_language teaching clt english_language class secondary_school examines_extent factor teacher_student perspective contribute difficulty study use multiple_method explore teacher_student practice perception regard clt influenced ethnographical quantitative_method statistical_analysis classroom_observation data_use alongside qualitative_method thematic_analysis interview_data classroom_observation reveals teacher apply minimal principle classroom_practice interview_data reveal two_major perceive difficulty implement clt classroom pedagogical difficulty environmental personal difficulty factor_contribute perceived pedagogical difficulty include insufficient train pre_service service teacher low english proficiency inconsistency clt national