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AN ACTIVITY THEORY ANALYSIS OF THE ELT REFORM IN IRANIAN PUBLIC SCHOOLS

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Ph.D. DISSERTATION IN

Teaching English as a Foreign Language (TEFL)

AN ACTIVITY THEORY ANALYSIS OF THE ELT REFORM IN IRANIAN PUBLIC SCHOOLS

ABSTRACT

Rooted in common European Framework, Communicative Language Teaching (CLT) has been extensively explored by many researchers both in ESL and EFL settings. However, few if any researchers have investigated the CLT-based English curriculum reform in Iran (from an Activity Theory perspective), which was initiated in 2013 by the Ministry of Education in public schools. Hence, this study aims at examining the extent to which CLT-based reform is understood and implemented by Iranian language teachers at the local level. The present study looks at Engeström’ Human Activity System model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran. With the premise that human activity is artifact-mediated and goal-directed, activity theory makes it possible to demonstrate the complex and dynamic relationship between various institutional, social, and individual factors by revealing different contradictions that language teachers would experience as they attempt to implement CLT in their classroom contexts. In addition to 23 language teachers who comprised the main participants in this study, three other groups including 17 teacher directors, 23 students, and 20 parents took part in the study. Semi-structured interview and classroom observation and relevant documents were used as data collection instruments. The data were analyzed through a grounded theory approach. The results indicated that despite their optimism about and keen interest in CLT-based reform, Iranian language teachers could not successfully implement CLT due to their inability to successfully resolve the contradictions that emerged in their activity system. These contradictions in turn stemmed from a number of difficulties that came from various sources including teachers themselves, students, their parents, school staff, educational system, and the new textbook series. The current study has attempted to present a model in which all these contradictions, their sources and also their interconnected and dynamic relationships are demonstrated. Based on the findings, a number of implications and suggestions are provided for Iranian curriculum developers, language teachers, parents, and teacher directors.

Keywords: CLT-based curriculum, Activity theory, Contradictions, Model development, Grounded theory approach

دسته: زبان شناسی, علوم انسانی برچسب: Activity theory, Contradictions, Grounded theory approach, Keywords: CLT-based curriculum, Model development

توضیحات

Content Page

Chapter one: Introduction. 2

1.1. Introduction. 2

1.2. Historical and Contextual Background. 2

1.3. Statement of the Problem.. 5

1.4. Objectives of the Study and Research Questions. 8

1.5. Significance of the Study. 9

1.6. Definitions of Key Terms. 11

Chapter two: Review of the related literature. 15

1. Introduction. 15
2. The Context of Curricular Reform.. 16

2.3. CLT-based curricular reform.. 18

2.3.1. Communicative Language Teaching. 18

2.3.2. Implementation of curricular reform.. 21

2.3.3. The Impact of CLT-based Curricular Reform on Classroom Instruction. 23

2.3. 4. Implementation of CLT-based Curriculum in the EFI context 24

2.3.5. Characteristics of CLT in the new English curriculum in Iran. 28

2.3.5.1. Development of learners’ communicative competence. 28

2.3.5.2. Criticism of the traditional grammatical and vocabulary syllabuses. 31

2.3.5.3. Integrated view of four skills. 32

2.3.5.4. Formal evaluation. 33

2.3.5.5. Functions of language vs. grammar and vocabulary. 34

2.3.5.6. Meaning vs. forms in the process of teaching. 36

2.3.5.7. New roles for teachers, students and instructional materials. 37

2.3.5.8. Communicative activities. 38

2.3.5.9. The role of students’ native language. 43

2.4. The Role of Teachers in Curricular Reform.. 44

2.4.1. Teachers’ Cognition. 45

2.4.2. Teachers’ Identity. 46

2.4.3. Teachers’ Knowledge. 49

2.5. Theoretical Framework. 52

2.5.1. Three generations of activity theory. 54

2.5.2. Engeström’s model of a collective human activity system (second generation) 57

2.5.3. Inner contradictions and interventions. 60

Chapter three: methodology. 64

1. Introduction. 64
2. Design. 64

3.3. Site. 66

3.4. Participants. 67

3.5. Instruments. 71

3.5.1. Documents. 71

3.5.2. Interview & Focus group interview.. 72

3.5.3. Classroom observation. 73

3.6. Data collection procedures. 73

3.7. Data analysis procedures. 75

Chapter four: Results and discussion. 77

4.1. Introduction. 77

4.2. Grounded theory vs. activity theory. 78

4.3. Grounded-theory findings related to English Education in secondary schools as the activity system 81

4.3.1. Optimistic about the new English curriculum but incapable of its full implementation. 81

4.3.1.1. Limited use of communicative activities. 81

4.3.1.2. Failure in stimulating L2 use. 88

4.3.1.3. Students’ passive participation in classroom activities. 89

4.3.2. Loyalty to some aspects of traditional teaching methods. 94

4.3.2.1. Grammar, vocabulary and translation as pre-requisite and essential 94

4.3.2.2. Valuing accuracy in activities. 99

4.3.2.3. Heavy Emphasis on Linguistic component of communicative competence during classroom activities. 102

4.3.2.4. Teachers’ lack of understanding of the new curriculum conceptualization of the literacy 104

4.3.3. Affective factors related to both language teachers and learners. 110

4.3.3.1. A no-confidence motion among English teachers regarding CLT implementation. 110

4.3.3.2. Teachers’ low motivation for pursuing their professional development 116

4.3.3.3. The new package, a scene of confusion for some teachers and for most students. 118

4.3.3.4. Classroom management vs. group work and pair work. 122

4.3.3.5. Parents having a neutral or even a hindering effect on the students’ learning English communicatively. 124

4.3.4. Lack of favorable Opportunities for Teachers’ Professional Development 126

4.3.4.1. The inadequacy of in-service programs. 126

4.3.4.2. Lack of effective teacher observation and supervision. 134

4.3.4.3. The futile nature of language teachers’ meetings. 137

4.3.5. Evaluation of students’ learning and CLT. 140

4.3.5.1. Inconsistency and incomprehensive understanding of CLT-based assessment and evaluation 140

4.3.5.2. The existence of some traditional tests for special schools (Tizhushan) 141

4.3.5.3. Different stakeholders’ (students, families and school staff) serious concern about exams and obtaining high scores on them.. 142

4.3.6. Contextual constraints hindering the full implementation of CLT. 146

4.3.6.1. Time pressure and content coverage. 146

4.3.6.2. Students’ very limited exposure to aural English. 149

4.3.6.3. The unavailability of some components of the package for the teacher and the students 155

4.4. Contradictions in the instructional activity system.. 156

4.4.1. The structure of the instructional activity system.. 156

4.4.2. Primary contradictions. 160

4.4.3. Secondary contradictions. 164

4.4.4. Tertiary contradictions. 169

4.4.5. Quaternary contradiction. 171

4.5. Discussion. 175

Chapter Five: Conclusion. 183

5.1. Introduction. 183

5.2. Summary. 183

5.3. Conclusions. 186

5.4. Pedagogical Implications. 191

5.5. Limitations of the Study. 196

5.6. Suggestions for further research. 198

REFERENCES. 201

APPENDICES. 211

Abstract and Title Page in Persian

List of Figures

Content Page

Figure 2.1 Components of Language Competence (Bachman, 1990, p.87) 25

Figure 2.2 The content design of prospect 1. 30

Figure 2.3 The content design of lesson 8, Prospect 1. 31

Figure 2.4 The first generation of activity theory (Engeström, 1999) 48

Figure 2.5 An activity system model (Engeström, 1999, p.31) 49

Figure 4.1 The structure of current activity system (English education in Iranian secondary schools) 137

Figure 4.2 The proposed model presenting inner-contradictions in Iranian language teachers’ instruction in grades seven and eight. 150

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