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    Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices

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    Genre
    Thesis/Dissertation
    Date
    2009
    Author
    Nishino, Takako
    Advisor
    Beglar, David
    Committee member
    Casanave, Christine Pearson, 1944-
    Ross, Steven, 1951-
    Sawyer, Mark
    Houck, Nöel, 1942-
    Department
    CITE/Language Arts
    Subject
    Education, Teacher Training
    Education, Language and Literature
    Classroom Practice
    Communicative Language Teaching (clt)
    Contextual Factors
    Japanese High Schools
    Perceived Teaching Efficacy
    Teacher Belief
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2019
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2001
    Abstract
    This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
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