TY  - JOUR
TT  - THE MALAYSIAN SECONDARY SCHOOL EFL SPEAKING CURRICULUM: A THEORETICAL FOUNDATION ALIGNMENT ANALYSIS
AU  - Baharun, Hazleena
AU  - Sidek, Harison Mohd
AU  - Mat Saad, Noor Saazai
AU  - Mohd Idrus, Mohd Muzhafar
AU  - Harun, Haliza
AU  - Darmi, Ramiaida
AU  - Abdullah, Norhana
AU  - Zakaria, Zarina Ashikin
PY  - 2016
DA  - December
DO  - 10.18768/ijaedu.288042
JF  - IJAEDU- International E-Journal of Advances in Education
JO  - IJAEDU
PB  - OCERINT International Organization Center of Academic Research
WT  - DergiPark
SN  - 2411-1821
SP  - 465
EP  - 474
VL  - 2
IS  - 6
KW  - Communicative Language Teaching
KW  - L2 speaking theories
KW  - English language speaking curriculum
N2  - Goal–achievingcurricular are often coherent at their fundamental level. In order for acurriculum to achieve its goals, it is imperative that the curriculum iscoherent at all levels. The contents presented in a curriculum must align withits theoretical underpinning. The present Malaysian English language curriculumis developed and designed based on the Communicative Language Teaching (CLT).Thus, the purpose of the current study was to examine if the theoreticalgrounding of the Malaysian form five English language curriculum, in particularthe speaking curriculum, is in alignment with its communicative label. In linewith its label, the speaking curriculum embedded in the Malaysian form five Englishlanguage curriculum should be developed and designed based on the CLT. Itshould reflect the CLT approach. The data for this study were collected fromthe Form Five English Language Curriculum Specifications document and the FormFive English Language textbook. In analyzing the alignment of the Malaysianform 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 thesocio-cognitive and socio-cultural theories are highly reflected in theMalaysian form five English Language speaking curriculum, the two theorieswhich are closely related to the communicative approach. This shows that theMalaysian form five English language speaking curriculum is primarily inalignment with its communicative label. The findings are discussed in relationto their implications on English as a foreign language (EFL) speakinginstruction.
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UR  - https://doi.org/10.18768/ijaedu.288042
L1  - https://dergipark.org.tr/en/download/article-file/271117
ER  -