BRIDGING THE GAP BETWEEN TEACHERS’ BELIEFS AND CLASSROOM PRACTICES IN COMMUNICATIVE LANGUAGE TEACHING: EVIDENCE FROM UZBEKISTANA
Keywords:
Communicative Language Teaching, teachers’ beliefs, classroom practices, Uzbekistan, language education reform, communicative competenceAbstract
This article explores the discrepancy between English language teachers’ beliefs and their classroom practices in implementing Communicative Language Teaching (CLT) in Uzbekistan. Although teachers generally express positive attitudes toward the communicative approach, their actual classroom behavior often remains traditional and teacher-centered. The study discusses several factors that contribute to this gap, including insufficient methodological training, large class sizes, exam-oriented education, and cultural attitudes toward authority. It also highlights the need for better teacher preparation programs, institutional support, and assessment reform to encourage the practical use of communicative activities in language classrooms. The findings emphasize that bridging the gap between beliefs and practices is essential for the successful implementation of CLT and the improvement of students’ communicative competence in Uzbekistan.
Downloads
References
Anderson, J. (1993). Is communicative language teaching a reality in the classroom? ELT Journal, 47(4), 323–328.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187–198.
Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677–703.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.
Savignon, S. J. (2002). Communicative Language Teaching: Linguistic theory and classroom practice. In S. J. Savignon (Ed.), Interpreting communicative language teaching (pp. 1–28). Yale University Press.
Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83(4), 494–517.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.
