چکیده:
The purpose of the current attitudinal study is to investigate the attitudes and opinions of language teachers toward the implemented ELT program resulted from the Fundamental Reform Document of Education in the Iranian Ministry of Education. Three items were investigated: Teacher‟s Practice, Teacher Training Courses, and Materials. Following the rigorous and systematic procedure, the quantitative approach was applied and the 5-Likert scale with 30 items was used so as to determine the issues mentioned before. First the items were extracted based on the FRDOE and, thereafter, the primary questionnaire was developed and after ensuring of its validity and reliability the final version was obtained. Then, after ensuring its practicality, the questionnaire was distributed among 240 language teachers. The results showed that the ELT based on the new program had inconsistency in a number of respects with policies approved by the policy-makers. The findings showed that the lack of agency of the language teachers is the main reason for the failure of the new program and it is recommended that language teachers‟ contribution should be taken into account before-, while- and after administrating and implementing the new program in ELT program in the future
خلاصه ماشینی:
Regarding the ELT program, this research is one the first attempts to study the implementation of ELT through the FRDOE on foreign language planning and policy in Iran, that is to say, English in the framework of language-in-education approach.
Hence, the research questions of this study are as follows: Q1: What is language teachers’ stance toward the Teacher’s Practice (creativity, proficiency, and perception) after administrating the new trend in ELT based on the FRDOE?
Method Design and Study This study was conducted in order to investigate the language teachers‟ stance toward the impact of the FRDOE on ELT program regarding the Teacher‟s Practice, TTCs, and Materials.
Three main categories and nine subcategories were included in the questionnaire: (a) Teacher‟s Practice (3 subcategories) (1-9) (3 for the creativity; 3 for the proficiency; 3 for the perception); (b) TTCs (2 subcategories) (10-16) (3 for the training courses; 4 for the teacher trainers (henceforth TTs)); and Materials (17-30) (4 subcategories) (5 for the content; 2 for the technology; 4 for the teaching/ learning issues; 3 for the cultural issues).
Summary of the Main Categories and their Subcategories Category & Subcategories Mean Percent {مراجعه شود به فایل جدول الحاقی} Q1: What is language teachers’ stance toward the Teacher’s Practice (creativity, proficiency, and perception) after administrating the new trend in ELT based on the FRDOE?
The findings of this study show that the ELT program based on FRDOE is not at the satisfactory level according to the language teachers‟ perspectives because of the Teacher‟s Practice, TTCs, and Materials presented in the new program.
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