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Analysing The Theoretical Foundation Aligmnet Of The Malaysian Secondary School EFL Speaking Curriculum

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dc.contributor.authorHazleena Baharunen_US
dc.contributor.authorHarison Mohd Sideken_US
dc.contributor.authorRamiaida Darmien_US
dc.contributor.authorHaliza Harunen_US
dc.contributor.authorNorhana Abdullahen_US
dc.contributor.authorZarina Ashikin Zakariaen_US
dc.date.accessioned2024-05-28T05:45:53Z
dc.date.available2024-05-28T05:45:53Z
dc.date.issued2017
dc.descriptionInternational Journal of Education, Psychology and Counseling Volume: 2 Issues: 5 Page(70-82)en_US
dc.description.abstractEvery language curriculum is designed based on a particular theoretical orientation. Thus, when a language curriculum is designed based on specific theory, it is imperative that the contents presented in that curriculum align with its theoretical underpinning. This is to ensure the effectiveness of the curriculum. If the curriculum is not coherent, then the overall goals of the curriculum will not be achieved. The present Malaysian English language curriculum is developed and designed based on the Communicative Language Teaching (CLT). In line with its label, the contents presented are expected to be coherent and in alignment with its communicative label including at its theoretical level. Thus, it is the aim of this current study to investigate if the theoretical grounding of the Malaysian form 4 English language curriculum, in particular, the speaking curriculum, is in alignment with its communicative label. The focus of the study is on the Malaysian form 4 English language speaking curriculum. Hence, data were collected from the form 4 English language curriculum specifications document and the form 4 English language textbook. Speaking-related statements were extracted from the documents and categorized under major Second Language Acquisition (SLA) theories and second language (L2) speaking theories in order to identify their alignment with the communicative approach. The findings show that the socio-cognitive and sociocultural (SCT) theories, the two theories which were merged to represent the SLA theory for communicative instructional approaches, were highly reflected in the Malaysian form 4 English language speaking curriculum. Results also exhibit that both the Interaction Hypothesis (IH) and Output Hypothesis (OH) which made up the Interactive L2 speaking theory were reflected in the data analysed. This confirms that the Malaysian form 4 English language speaking curriculum is primarily in alignment with its communicative label as reflected in the two main documents analysed. Therefore, it is reasonable to conclude that the Malaysian English language speaking curriculum for Form Four is coherent with its communicative label at the Approach level.en_US
dc.identifier.citationBaharun, H., Sidek, H. M., Harun, H., Abdullah, N., & Zakaria, Z. A. (2017). Analysing the Theoretical Foundation Alignment of the Malaysian Secondary School EFL Speaking Curriculum. International Journal of Education, Psychology and Counseling, 2(5), 70-82.en_US
dc.identifier.epage82
dc.identifier.issn0128-164X
dc.identifier.issue5
dc.identifier.spage70
dc.identifier.urihttp://www.ijepc.com/PDF/IJEPC-2017-05-09-06.pdf
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/6404
dc.identifier.volume2
dc.language.isoen_USen_US
dc.publisherGlobal Academic Excellenceen_US
dc.relation.ispartofInternational Journal of Education, Psychology and Counselingen_US
dc.titleAnalysing The Theoretical Foundation Aligmnet Of The Malaysian Secondary School EFL Speaking Curriculumen_US
dc.typeArticleen_US
dspace.entity.typePublication

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