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Najjari, Rahim, Sadeghi, Karim. (1392). Iranian English Language Teachers’ Perception of Task-based Language Teaching (TBLT) Principles and Challenges to its Implementation. , 2(1), 63-75. doi: 10.22049/jalda.2014.13518
Rahim Najjari; Karim Sadeghi. "Iranian English Language Teachers’ Perception of Task-based Language Teaching (TBLT) Principles and Challenges to its Implementation". , 2, 1, 1392, 63-75. doi: 10.22049/jalda.2014.13518
Najjari, Rahim, Sadeghi, Karim. (1392). 'Iranian English Language Teachers’ Perception of Task-based Language Teaching (TBLT) Principles and Challenges to its Implementation', , 2(1), pp. 63-75. doi: 10.22049/jalda.2014.13518
Najjari, Rahim, Sadeghi, Karim. Iranian English Language Teachers’ Perception of Task-based Language Teaching (TBLT) Principles and Challenges to its Implementation. , 1392; 2(1): 63-75. doi: 10.22049/jalda.2014.13518

Iranian English Language Teachers’ Perception of Task-based Language Teaching (TBLT) Principles and Challenges to its Implementation

The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 4، دوره 2، شماره 1، بهار 2014، صفحه 63-75  XML اصل مقاله (4.91 MB)
شناسه دیجیتال (DOI): 10.22049/jalda.2014.13518
نویسندگان
Rahim Najjari email 1؛ Karim Sadeghi2
1PhD. candidate in TEFL, Urmia University
2Associate Professor in TESOL, Urmia University
چکیده
This paper presents the findings of a study on Iranian  English language teachers’ understanding of  Task-based language teaching (TBLT) principles and  perceived challenges of TBLT implementation in Iran. The data obtained from 100 respondents on a 39-item survey instrument and four essay questions analyzed through frequency statistics revealed that nearly 70 percent of teachers are cognizant of TBLT related principles. The study showed that in comparison with institutional and  learner factors, teacher-related factors including teacher proficiency, experience, training, ability/skill, satisfaction  and fidelity to tradition, inadequate income, and assumed roles were top challenges in the implementation of TBLT. This finding is a further confirmation of the extraordinary role put down to teacher variables by Deng and  Carless((2009),   Jeon and Hahn ( 2006) Chang  and  Goswami (2011),  Li (1998) and Richard  (2011). The study also found that factors like teachers’ being aware of TBLT advantages, their willingness  to do TBLT, compatibility of their understanding with TBLT, their ability to change student  attitudes towards TBLT, their access to authenticity, and student motivation can be viewed as assets  in TBLT  implementation. Further findings and implications are discussed in the paper.
کلیدواژه‌ها
TBLT؛ challenges؛ teacher variables؛ implementation
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