Abstract This article reports Chilean and Finnish foreign-language (FL) teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT) is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”), whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

中文翻译：

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教师在智利和芬兰教室中进行的外语教学

摘要本文介绍了智利和芬兰外语（FL）教师在自己的外语课堂中对教学和学习现实的看法。交流语言教学（CLT）被用作国际KIELO项目（=芬兰语“ kieltenopetus”的缩写，意思是“语言教学”）的教学，研究，学习方法框架，其在线调查用于收集本文的数据。我们旨在回答以下研究问题：在智利和芬兰的FL课堂上，FL老师的主要教学方式是什么？在这两个国家，FL课堂的教学和学习现状如何？这些数据是通过在线调查从83位智利和147位芬兰FL老师那里收集的，涵盖了CLT的15个关键主题，包括115个李克特量表和8个开放性问题。在描述性数据分析中，智利和芬兰FL老师都声称他们鼓励学生大量使用目标语言，并使用交际口头任务。但是，对于两组参与者，以教师为中心和使用教科书的得分都相对较高。两类分析揭示了上下文相关的群集和上下文无关的群集。情境相依的老师倾向于偏爱交际口语作业，现实生活中的任务和他们自己的语言任务，而与上下文无关的教师则更喜欢非交流性任务。事实证明，上下文无关的教师比上下文无关的教师更以学生为中心。对于智利和芬兰的研究参与者而言，尽管对外语交流的需求日益增长，但在外语教室中使用母语似乎是一个问题。