THE MALAYSIAN SECONDARY SCHOOL EFL SPEAKING CURRICULUM: A THEORETICAL FOUNDATION ALIGNMENT ANALYSIS

Hazleena Baharun; Harison Mohd Sidek; Noor Saazai Mat Saad; Mohd Muzhafar Mohd Idrus; Haliza Harun; Ramiaida Darmi; Norhana Abdullah; Zarina Ashikin Zakaria

doi:https://doi.org/10.18768/ijaedu.288042

Makale detayları

THE MALAYSIAN SECONDARY SCHOOL EFL SPEAKING CURRICULUM: A THEORETICAL FOUNDATION ALIGNMENT ANALYSIS

Yazarlar:

Hazleena Baharun | Harison Mohd Sidek | Noor Saazai Mat Saad | Mohd Muzhafar Mohd Idrus | Haliza Harun | Ramiaida Darmi | Norhana Abdullah | Zarina Ashikin Zakaria

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

IJAEDU- International E-Journal of Advances in Education 2016 Vol.2 Issue 6, pp.465-474

Belge Tipi:

Makale

Yayın Tarihi:

12/2016

Belge Dili:

Türkçe

Document ID (Org No.):

2000471043

DOI:

https://doi.org/10.18768/ijaedu.288042

Özet:

 


Goal–achieving
curricular are often coherent at their fundamental level. In order for a
curriculum to achieve its goals, it is imperative that the curriculum is
coherent at all levels. The contents presented in a curriculum must align with
its theoretical underpinning. The present Malaysian English language curriculum
is developed and designed based on the Communicative Language Teaching (CLT).
Thus, the purpose of the current study was to examine if the theoretical
grounding of the Malaysian form five English language curriculum, in particular
the speaking curriculum, is in alignment with its communicative label. In line
with its label, the speaking curriculum embedded in the Malaysian form five English
language curriculum should be developed and designed based on the CLT. It
should reflect the CLT approach. The data for this study were collected from
the Form Five English Language Curriculum Specifications document and the Form
Five English Language textbook. In analyzing the alignment of the Malaysian
form five English language speaking curriculum with the communicative approach,
the data were categorized under major second language acquisition (SLA)
theories and second language (L2) speaking theories. The findings show that the
socio-cognitive and socio-cultural theories are highly reflected in the
Malaysian form five English Language speaking curriculum, the two theories
which are closely related to the communicative approach. This shows that the
Malaysian form five English language speaking curriculum is primarily in
alignment with its communicative label. The findings are discussed in relation
to their implications on English as a foreign language (EFL) speaking
instruction.


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Makale detayları

THE MALAYSIAN SECONDARY SCHOOL EFL SPEAKING CURRICULUM: A THEORETICAL FOUNDATION ALIGNMENT ANALYSIS

Yazarlar: Hazleena Baharun | Harison Mohd Sidek | Noor Saazai Mat Saad | Mohd Muzhafar Mohd Idrus | Haliza Harun | Ramiaida Darmi | Norhana Abdullah | Zarina Ashikin Zakaria

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: IJAEDU- International E-Journal of Advances in Education 2016 Vol.2 Issue 6, pp.465-474

Belge Tipi: Makale

Yayın Tarihi: 12/2016

Belge Dili: Türkçe

Document ID (Org No.): 2000471043

DOI: https://doi.org/10.18768/ijaedu.288042

Sayı

Yazarlar:

Hazleena Baharun | Harison Mohd Sidek | Noor Saazai Mat Saad | Mohd Muzhafar Mohd Idrus | Haliza Harun | Ramiaida Darmi | Norhana Abdullah | Zarina Ashikin Zakaria

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

IJAEDU- International E-Journal of Advances in Education 2016 Vol.2 Issue 6, pp.465-474

Belge Tipi:

Makale

Yayın Tarihi:

12/2016

Belge Dili:

Türkçe

Document ID (Org No.):

2000471043

DOI:

https://doi.org/10.18768/ijaedu.288042