The abstract of a 2001 PhD dissertation defended by Marie Elizabeth Perera at the University of Wollongong on the role of classroom interaction in second language acquisition in Sri Lanka.
The author concludes
"The findings of the study indicate that the interactions observed in the classrooms were the outcomes of a complex relationship between a heterogeneous group of students, their teachers who differed in terms of their experiences and preparation for teaching English, and the EED learning materials. The purpose for which the students learned English differed across schools, as well as between students, and was related to the culture of the school and the students’ socio-economic background. In addition, there was a mismatch between the recommended process-oriented teaching approach in the learning materials and the Sri Lankan product-based examination system. As a result of these complex factors, which are also related to the socio-cultural and political context in Sri Lanka, the opportunities provided for second language development were different in each of the observed classrooms in this study."
So communicative language teaching is not always easy to implement, as many more recent teacher cognition studies confirm.
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