What is it about?
Teaching oral communication remains a challenge for secondary school English language teachers in Iran. In this study, while trialling aspects of task-based pedagogies, the teachers’ attention to oracy increased. However, they retained a strong traditional focus on literacy teaching, which had an effect on their approach to oracy and also appeared to constrain their movement towards less-controlled spoken language.
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Why is it important?
The study has highlighted the need for greater flexibility and teacher support in the adaptation of communicative practices and a need for greater accommodation across different settings to support teachers in the process of change.
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This page is a summary of: Task-based Pedagogies in Iran: The Relationship between Oracy and Literacy, RELC Journal, June 2019, SAGE Publications,
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