THE REFLECTION OF THE COMMUNICATIVE APPROACH IN CLASSROOM PRACTICES IN THE 10TH-GRADE EFL CLASSROOM

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This research explores how the communicative approach, forming the basis of the 2011 National Curriculum for the Secondary Schools for the English Language is reflected in the 10th-grade classrooms. This study is a classroom research focusing on the communicative features of classroom practices and interactions through interaction analysis. The participants are 85 10th graders and three English language teachers in three anatolian high schools located in the central districts of Ankara in the academic year 2011-2012. The research data was collected through document analysis and classroom observation. The findings indicate that the curriculum suggests practices to provide communicative learning environments while the practices in the observed classes are not compatible with the curriculum aims and suggested practices. In this respect, it is concluded that the principles and practices given in the curriculum based on the communicative approach cannot be reflected effectively in the classrooms.

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English as a foreign language , secondary curriculum for English language , communicative approach , classroom research , conversation analysis

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi