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  • ‘In reality it’s almost impossible’: CLT-oriented curriculum change /
Tác giả CN Humphries, Simon.
Nhan đề ‘In reality it’s almost impossible’: CLT-oriented curriculum change /Simon Humphries and Anne Burns.
Thông tin xuất bản 2015.
Mô tả vật lý p. 239-248.
Tùng thư Oxford University Press.
Tóm tắt Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Học tập--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Learning opportunities
Thuật ngữ không kiểm soát Syllabus design
Thuật ngữ không kiểm soát Use english.
Thuật ngữ không kiểm soát Teaching English.
Tác giả(bs) CN Burns, Anne.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 3.
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0410 |aeng
044|aenk
1001 |aHumphries, Simon.
24510|a‘In reality it’s almost impossible’: CLT-oriented curriculum change /|cSimon Humphries and Anne Burns.
260|c2015.
300|ap. 239-248.
3620 |aVol. 69, Vol 3 (July 2015)
490|aOxford University Press.
520|aCurriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.
65017|aNgôn ngữ|xGiảng dạy|xHọc tập|zTiếng Anh|2TVĐHHN
6530 |aLearning opportunities
6530 |aSyllabus design
6530 |aUse english.
6530 |aTeaching English.
7000 |aBurns, Anne.
773|tELT journal.|g2015, Vol. 69, No. 3.
890|a0|b0|c0|d0

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