Communicative curriculum perceived by Iranian language teachers

AbstractThis paper examines Iranian English teachers’ perception of communicative curriculum in one of Open Institutes. For this purpose, a tailor-made questionnaire was designed and administered to 6 English language teachers. These teachers were also interviewed in order to identify their attitudes towards communicative curriculum and its implementation in Iranian context. Descriptive analysis of data revealed that the most significant footprint of communicative curriculum in Iranian Open Institutes is the emphasis on pair work by teachers; however, dialogues, reading, grammar, and vocabularies are not integrated in an interactive way. According to their demographic information, learners’ Cultural background and teachers’ academic major were identified as main reasons for gap between communicative curriculum and its implementation in Iranian context