<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322019000300001</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v24n03a04</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Attitudes Toward Communicative Language Teaching: The Case of efl Learners and Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Actitudes hacia la enseñanza comunicativa de la lengua: el caso de estudiantes y profesores de efl]]></article-title>
<article-title xml:lang="fr"><![CDATA[Attitudes envers l'enseignement communicatif des langues: le cas des apprenants et des enseignants de l'efl]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Khatib]]></surname>
<given-names><![CDATA[Mohammad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tootkaboni]]></surname>
<given-names><![CDATA[Arezoo Ashoori]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Allameh Tabataba'i University  ]]></institution>
<addr-line><![CDATA[Tehran ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Allameh Tabataba'i University  ]]></institution>
<addr-line><![CDATA[Tehran ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322019000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322019000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322019000300001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although in recent years a great number of studies have been conducted on the use of communicative language teaching (clt) in English as a foreign language (EFL) settings, relatively few have specifically dealt with comparing and contrasting the foreign language teacher&#8217;s beliefs with those of their own students concerning the CLT approach. Hence, this study was designed to delve into teachers' beliefs and learners' beliefs regarding six main tenets of the communicative approach within the EFL context of Iran. To this end, a Likert-type attitude scale was developed and administered to 154 teachers and 242 learners of English. The results revealed that although both groups of participants held favorable attitudes toward CLT, teacher participants had significantly higher levels of perception regarding CLT tenets in terms of the role of grammar, the learner&#8217;s role, the teacher&#8217;s role, and error correction/evaluation. However, no significant differences were found between language learners and teachers concerning group/pair work and native language role. The participants&#8217; favorable attitudes were taken to indicate positive signals for the implementation of CLT in the Iranian context because its core tenets seem to be welcomed in the context of this study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aunque en los últimos años ha habido un gran número de estudios sobre el uso de la CLT en la EFL, relativamente pocos estudios han tratado específicamente de comparar y contrastar las creencias de los profesores de lenguas extranjeras con las de sus propios estudiantes con respecto a los principios CLT. Por lo tanto, este estudio fue diseñado para profundizar en los profesores y las creencias de los estudiantes hacia seis principios principales del enfoque comunicativo dentro del contexto EFL de Irán. Para ello, se desarrolló y administró una escala de actitudes tipo Likert a 154 profesores y 242 estudiantes de inglés. Los resultados revelaron que, aunque ambos grupos de participantes tenían actitudes favorables hacia la CLT, los participantes de los maestros tuvieron niveles de percepción significativamente altos en cuanto a los principios de la CLT en cuanto al papel de la gramática, el papel de los estudiantes, el papel de los maestros y la corrección / evaluación de errores. Sin embargo, no se encontraron diferencias significativas entre los estudiantes de idiomas y los maestros en relación con el trabajo en grupo / par y el rol del lenguaje nativo. Las actitudes favorables de los participantes fueron tomadas para indicar señales positivas para la implementación de CLT en el contexto iraní, ya que sus principios básicos parecen ser bienvenidos en el contexto de este estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Bien que, ces dernières années, il y ait eu un grand nombre d'études menées sur l'utilisation de CLT dans des contextes EFL, relativement peu d'études ont traité spécifiquement de comparer et de contraster les croyances des enseignants des langues étrangères avec celles de leurs propres étudiants en ce qui concerne les principes CLT. Par conséquent, cette étude a été conçue pour approfondir les enseignants et les croyances des apprenants à l'égard de six principes principaux de l'approche communicative dans le contexte EFL de l'Iran. À cette fin, une échelle d'attitude de type Likert a été développée et administrée à 154 enseignants et 242 apprenants d'anglais. Les résultats ont révélé que bien que les deux groupes de participants aient des attitudes favorables à l'égard de CLT, les participants aux enseignants avaient des niveaux de perception significativement élevés en ce qui concerne les principes CLT en termes de grammaire, de rôle des apprenants, de rôle des enseignants et de correction / évaluation des erreurs. Cependant, aucune différence significative n'a été trouvée entre les apprenants de la langue et les enseignants concernant le travail en groupe / paire et le rôle du langage natif. Les attitudes favorables des participants ont été prises pour indiquer des signaux positifs pour la mise en &#339;uvre de CLT dans le contexte iranien, car ses principes fondamentaux semblent être les bienvenus dans le cadre de cette étude.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[communicative language teaching]]></kwd>
<kwd lng="en"><![CDATA[teachers' beliefs]]></kwd>
<kwd lng="en"><![CDATA[learners' beliefs]]></kwd>
<kwd lng="en"><![CDATA[English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[CLT tenets.]]></kwd>
<kwd lng="es"><![CDATA[enseñanza comunicativa de la lengua]]></kwd>
<kwd lng="es"><![CDATA[creencia de los profesores]]></kwd>
<kwd lng="es"><![CDATA[creencia de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[principios CLT.]]></kwd>
<kwd lng="fr"><![CDATA[enseignement du langage communicatif]]></kwd>
<kwd lng="fr"><![CDATA[croyance des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[croyance des apprenants]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[principes CLT.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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