Sacrificed Elements of TEFL in Secondary Education of Iran

Sacrificed Elements of TEFL in Secondary Education of Iran

This paper introduces a framework to show sacrificed elements of TEFL in Iranian Secondary Education. In spite of the undeniable progress of language education in Iran, there are a number of problems which frustrate teachers and learners provoking poor results. Some of the problems involve decisions about language and methodology taken by teachers who are still too concerned about form and grammar. These elements of TEFL are based on four pillars: the task-based approach, the content-based approach, language awareness and intercultural competence. The task-based approach is the framework in which academic contents are dealt with. Language awareness represents a new perspective on form and grammar within a communicative approach. Finally, the intercultural competence is the educational objective of language education. Each of these four concepts has theoretical and practical implications which may help redefine the curricular design of English teaching in Iran.