This article examines the significant impact of teacher beliefs and attitudes on language teaching and learning. It highlights the distinction between traditional and communicative beliefs, demonstrating how these beliefs shape instructional practices and ultimately affect student outcomes. The research suggests that communicative language teaching (CLT), which aligns with communicative beliefs, is more effective than traditional approaches, leading to greater student motivation, engagement, and achievement. The article further explores factors influencing teacher beliefs and attitudes, emphasizing the role of teacher education and professional development in fostering positive beliefs that support effective language instruction and enrich the learning experience for all
This article examines the significant impact of teacher beliefs and attitudes on language teaching and learning. It highlights the distinction between traditional and communicative beliefs, demonstrating how these beliefs shape instructional practices and ultimately affect student outcomes. The research suggests that communicative language teaching (CLT), which aligns with communicative beliefs, is more effective than traditional approaches, leading to greater student motivation, engagement, and achievement. The article further explores factors influencing teacher beliefs and attitudes, emphasizing the role of teacher education and professional development in fostering positive beliefs that support effective language instruction and enrich the learning experience for all
| № | Имя автора | Должность | Наименование организации |
|---|---|---|---|
| 1 | Nasimova N.S. | teacher | Ferghana presidential school |
| № | Название ссылки |
|---|---|
| 1 | 1.Ackerman, J. M. (1997). Teachers’ beliefs and their impact on classroom practices. Teaching and Teacher Education, 13(4), 359-370.2.Brown, H. D. (2000). Principles of language learning and teaching. Longman Pearson.3.Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning house. Educational Researcher, 21(2), 3-10.4.Borg, M. (2003). Teacher cognition and language teaching. Language, Culture and Curriculum, 16(2), 143-157.5.Calderhead, J. (1996). Teacher beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. Macmillan.6.Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press .7.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.8.Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press. |