Congruency Analysis Of Task-Based Language Teaching (Tblt) And Primary School Standard Curriculum : From Policy To Textbook To Classroom Practice

Simple item page
dc.contributor.authorNorany, Norhayu
dc.date.accessioned2021-01-20T07:33:02Z
dc.date.available2021-01-20T07:33:02Z
dc.date.issued2017-12
dc.description.abstractThis study investigates the fidelity of the curriculum policy (the planned curriculum), textbooks (the resourced curriculum) and classroom practices (the enacted curriculum) to the principles of TBLT in Malaysian primary ESL classrooms. The first phase of the research involved document analyses with the aim to investigate the extent to which the design of activities and activity cycles in recently published and officially mandated ESL Standard English Language Curriculum (SELC) textbooks for Malaysian primary schools reflect the principles of TBLT and key features of task design. The second phase of the research involves multiple case design to investigate how teachers implemented tasks from these textbooks, and the factors that influenced their pedagogic decision making. Findings from the research show that there is an alignment between policy and textbooks to TBLT principles.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/10923
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectCongruency Analysisen_US
dc.subjectTask-Based Language Teaching (Tblt)en_US
dc.subjectPrimary School Standard Curriculumen_US
dc.subjectFrom Policy To Textbook To Classroom Practiceen_US
dc.titleCongruency Analysis Of Task-Based Language Teaching (Tblt) And Primary School Standard Curriculum : From Policy To Textbook To Classroom Practiceen_US
dc.typeThesisen_US
Files
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Pusat Pengajian Ilmu Pendidikan - Tesis