An educational reform in Iran required teachers to employ communicative pedagogies while teaching English at secondary schools in order to develop students’ communicative ability. This study seeks to understand three Iranian English language teachers’ incentives for supporting their strongly established grammar instruction practices as they trialed aspects of task-supported language teaching. Interviews and observations were used to gather data from these teachers in a junior secondary school. The results revealed that despite the teachers’ practical attempts to implement reform changes, their strong beliefs in the importance of accuracy, enhanced by their students’ low English proficiency and parental expectation, continued to guide lessons with an initial explicit grammar teaching. The results support the post-method pedagogical idealism, emphasising that communicative goals should embrace class context particularities.

中文翻译：

---

伊朗改革后的 EFL 环境中教师对语法教学的激励

伊朗的一项教育改革要求教师在中学教授英语时采用交际教学法，以培养学生的交际能力。本研究旨在了解三位伊朗英语教师在尝试任务支持语言教学的各个方面时支持他们牢固确立的语法教学实践的动机。采访和观察被用来从这些初中教师那里收集数据。结果表明，尽管教师们进行了改革变革的实际尝试，但他们对准确性重要性的坚定信念，由于学生的英语水平低和父母的期望得到了加强，继续以最初的明确语法教学来指导课程。结果支持后方法教学理想主义，