Perception ofcommunicative Languageteaching By Secondary Level English Teachers

Abstract

The idea that there is an important role of the teachers' perception of a languageteaching method for its successful implementation along with the gapsperceived by them in their school environment is the basis for this study. Thestudy attempted to find out the perception of communicative language teachingby secondary level English teachers and gaps perceived by them in itsimplementation. In order to carry out the research, one hundred teachers wereselected through judgmental sampling procedure for the purpose of datacollection and closed ended questionnaire was used as a means of datacollection. The findings of the study suggested that different teachers perceiveCLT differently dependingupon their contexts. The secondary level Englishteachers were found deprived of the opportunity to involve in the experientiallearning cycle to sharpen their skills in CLT. It was also found that thesecondary level teachers perceive examination as a facilitator and the textbookas a cause of interference in the implementation of CLT.The first chapter starts with the general background on communicativelanguage teaching including the link between teaching and training, thecommunicative syllabi and review of the related literature. The second chapterdeals with the methodology of the study. Under methodology sources of data,sampling procedure, tools for data collection, process of data collection, andlimitations of the study are presented. The third chapter gives detaileddescription of the data obtained from the respondents along with the analysisand interpretation of the data. The data obtained is presented in the followingfour sections: Defining properties of CLT, environmental constraints in CLT,the way teachers and learners are accustomed and personal attachment andaccess to CLT theory and practice.The fourth chapterincorporates findingsand recommendations of the study followed by the suggestions for furtherresearch.