Teachers’ Beliefs about Communicative Language Teaching (CLT) and the Implementation in Classroom Practices

This study aims at investigating the match between beliefs and classroom practices about communicative language teaching (CLT). Survey design through questionnaire for professional teachers of English and guided interviews is employed in this study. The 25 questionnaire items revealed the teachers’ belief about CLT and the classroom practices based on its characteristics, i.e.: overall goals, relationship of form and function, fluency-accuracy, focus on real-world contexts, autonomy and stra- tegic involvement, teacher roles, and student roles. The data were gathered, reduced, grouped, and verified. The results showed that the highest discrepancy is on the aspect of fluency-accuracy.