خلاصة:
The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools. 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 consisted the main participants of this study, three other groups including 17 teacher directors, 23 students, and 20 parents took part. Document analysis, semi-structured interview, and classroom observation comprised the data collection instruments. 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 emanate from various sources including teachers themselves, students, their parents, school staff, educational system, and the new package. Based on the findings, a number of implications and suggestions are provided for the Iranian curriculum developers, language teachers, parents, and teacher directors.
ملخص الجهاز:
"An Activity Theory Analysis of ELT Reform in Iranian Public Schools Seyyed Ayatolla Razmjoo Associate professor of Applied Linguistics, Shiraz University, Shiraz, Iran Elyas Barabadi 1 Ph. D Candidate in Applied Linguistics, Shiraz University, Shiraz, Iran Received 5 December 2014; revised 16 January 2015; accepted 15 February 2015 Abstract The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools.
com Corresponding address: Department of Foreign Languages and Linguistics, Shiraz University, Eram square, PO box 7194685115 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.
Tools: New English textbooks, lesson plans, L1/L2, exams, authentic materials, communicative activities, translation, repetition, worksheets Outcome: Object: Upward but Developing slow climb to communicative the new competence curriculum's Subject based on the goal : communicative (developing Langua ancetwiviteixetsbofokh,e communicati ve ge obtaining high competence), scores, covering students' teacher the textbook for improved s exams test results Community: Division of Labor: teachers Rules: typical classroom Language are in full charge of the norms (students' limited teachers, teacher classroom activities, participation and L2 use), directors, students are merely classroom management, students, school passive recipients covering textbook for staff, parents exams Figure 2 The proposed model presenting two levels of inner-contradictions in Iranian language teachers’ instruction in grades seven and eight."