Attitudes of Vietnamese Students and Teachers towards CLT

This study examined and compared foreign language teachers' and students' attitudes regarding four issues of Communicative Language Teaching: the importance of grammar, the quality and quantity of error correction, the use of group and pair work, and the role of the language teacher. Using a questionnaire as a means of data collection, the study revealed that although, in general, most participants had mildly favourable attitudes towards CLT, teachers were more favourable of CLT than students. Some discrepancies surfaced in a comparison of teachers' and students' attitudes concerning the importance of grammar, error correction, and the traditional role of the language teacher as transmitter of knowledge. Despite all these discrepancies, the study has sent positive signals to those interested in the implementation of CLT in Vietnam since it revealed that CLT core tenets such as the notion of learner-centeredness and learner autonomy were being accepted in this context. Above all, it is important to consult learners and establish a fit between teachers' and students' views. Learners' voice needs to be heard before any particular pedagogical decisions are to be made.

Autorentext

Dr. Khoi N. Mai graduated from the University of Queensland, Australia, and is currently a lecturer at the University of Languages & International Studies, Vietnam. His current research focuses on exploring aspects of teacher professional development and intercultural communication.

Klappentext

This study examined and compared foreign language teachers' and students' attitudes regarding four issues of Communicative Language Teaching: the importance of grammar, the quality and quantity of error correction, the use of group and pair work, and the role of the language teacher. Using a questionnaire as a means of data collection, the study revealed that although, in general, most participants had mildly favourable attitudes towards CLT, teachers were more favourable of CLT than students. Some discrepancies surfaced in a comparison of teachers' and students' attitudes concerning the importance of grammar, error correction, and the traditional role of the language teacher as transmitter of knowledge. Despite all these discrepancies, the study has sent positive signals to those interested in the implementation of CLT in Vietnam since it revealed that CLT core tenets such as the notion of learner-centeredness and learner autonomy were being accepted in this context. Above all, it is important to consult learners and establish a fit between teachers' and students' views. Learners' voice needs to be heard before any particular pedagogical decisions are to be made.