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1、DiscussionandConclusionTheresultspresentedinthepreviouschaptergiveaportrayalofhowlanguageteachers,withorwithouttheexperienceofoverseaseducation,viewCLTandhowtheyimplementCLTattheclassroomlevel.Inthischapter,thefindingsoftheresultsarediscussed.Section1addressesfourresearchque
2、stionsbasedondatathatwascollectedfromthequestionnaire,theclassroomobservationsandtheinterviews.Then,theresearcherprovidesasummaryofthefindingsofthepresentstudyversusfindingsofthepreviousstudies.Fromsection3tosection5,limitations,pedagogicalimplicationsofthestudyandsuggestion
3、sforfutureresearchareproposedrespectively.政治Finally,aconclusionfollows.大立AnswerstotheResearchQuestions學Thisresearchattemptedtouncoverteachers’beliefsaboutCLTinconnection國‧withtheirpractices.Morespecifically,theresearchtookintoaccounttheimpactof‧teachers’educationalbackground
4、s,namelythNe(in)experienceofstudyingabroadforaytmaster’sdegrees,onthechangesoftheirtteachingbeliefsandpractices.ThissectioniisonrprovidedanswerstofourresearchaquestionsraisedinChapter1.elivCheUnngchiQuestion1:WhatareUS/UK-trainedEnglishteachers’beliefsandpracticesinCLT?Based
5、onthescoresontheattitudescale,thethreeUS/UK-trainedEnglishteachershadaffirmativeattitudestowardthecommunicativeapproach.Amongthem,T1evenclaimedshehadbeeninfavorofacommunicativewayofteaching,andthatshefeltsympathyforthosewhohadtostruggletofitinasentencepatternintheirbrainsfir
6、stbeforetheygaveutterancetotheirideas.Shedescribedsuchlanguagelearningexperienceas“painful.”Therefore,sincesheenteredtheteachingprofession,6465shehadbeendeterminedtoturnoveranewleafinherclassrooms.Shecreatedopportunitiesforstudentstoparticipate,askedstudentstodiscussandformt
7、heirownopinions,cameupwithgroupactivitiesrelatedtothethemesinthetextbooktoengagestudentsin,andencouragedthemtolearnEnglishbyusingit.Inbrief,shehadinhermindthegoalsandprinciplesofCLTduringinstruction.However,thechecklistrunthroughduringtheobservationdidnotindicatelargenumbers
8、ofCLTapplicationsinherclass.Awarm-upactivityconductedmorelikeaquasi-communi
