چکیده مقاله
Communicative Language Teaching CLT is widely regarded as an effective approach for developing learners’ communicative competence in a second language However, the implementation of CLT in primary schools is often influenced by teachers’ beliefs, which may not always align with the principles of this approach This study explores the beliefs of primary school teachers in Iran regarding CLT and how these beliefs impact their classroom practices Using a qualitative case study design, data were collected through classroom observations, semi structured interviews, and document analysis from five purposively selected teachers The findings reveal that teachers hold pedagogical and methodological beliefs that often hinder the effective implementation of CLT These beliefs stem from inadequate training, a preference for traditional teaching methods, and contextual challenges such as large class sizes and curriculum demands The study concludes with recommendations for teacher training programs to emphasize CLT methodologies and for schools to provide ongoing professional development to align teachers’ beliefs with contemporary language teaching practices
کلیدواژهها
نویسندگان
Pejman Karami
Department of English, Islamic Azad University, Malayer Branch, Hamedan
شیوه ارجاع
Karami, Pejman,1404,TEACHERS’ BELIEFS OF THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING AT PRIMARY SCHOOL LEVEL IN IRAN,22nd International Conference on Language , Literature , Culture and History Studies,Tehran
ارائهشده در
مجموعه مقالات بیست و دومین کنفرانس بین المللی مطالعات زبان، ادبیات، فرهنگ و تاریخ24 مرداد 1404 · تهران