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Parnaz Kianiparsa


Teachers’ Subjective Theories on CLT Concerning Cross-cultural Awareness among Five Countries

In spite of the popularity of CLT in the last thirty years or so, there have been contrasting views on the appropriateness and the feasibility of applying CLT in EFL contexts. The opponents of this method claim that, in view of cross-cultural awareness and intercultural learning CLT may still have problems in EFL contexts. This study attempts to answer the following questions concerning the status of CLT in five countries of Germany, Netherlands, France, Sweden, and Iran:

 1)What are the opinions of EFL teachers towards applying Communicative Language Teaching (CLT) in their own countries?

2)How does CLT give insight into the target language culture(s)?

3)Does CLT pay attention to the concept of Intercultural Communicative Competence (ICC) as well? If yes, how?

4)What are the teachers’ problems in terms of presenting the target culture or other cultures in this approach?

5)When facing problems, what are the main strategies of EFL teachers in

solving students’ cross- cultural misinterpretations or intercultural

problems?

6)What are the opinions of EFL learners about CLT based on their needs and

interests?

7)What are the opinions of EFL learners about cultural and intercultural

aspects of CLT?

The collection of the data will be conducted using the mixed method design. The participants will be one intact group of EFL teachers and students. Instruments are close-ended questionnaires, structured interviews, and observations. The results of this study can have a direct impact on English pedagogy and teacher education.

Gefördert durch ein Kurzzeitstipendium des DAAD (April bis September 2013).

Gefördert durch ein Stipendium für die Abschlussphase der Dissertation der GGS.