本研究旨在探討：(1) 兩位高中英語教師對於溝通式教學法(CLT)的教學信念及其教學行為；(2) 兩位教師之教學信念與教學行為之間的相關性；(3) 影響教師教學信念與教學行為之相關程度的因素；(4) 兩位教師之教學信念與教學行為之間的差異性。為求資料的正確與客觀性，研究者使用問卷、訪談、觀察、文件分析等多重方式搜集資料。整個研究進行為期五個月。
研究結果顯示兩位高中英語教師對於溝通式教學法持堅定信念，並將此教學法的特色融入實際教學中。受訪者一之教師，其教學信念及教學行為有四大特徵：(1) 幫助學生從語用中學習英語；(2) 提供學習者足夠且明瞭的語言輸入；(3) 創造「以學習者為中心」的語言學習環境；(4) 重視語法及語用。受訪者二之教師，其教學信念及教學行為有三大特徵：(1) 培養學習者的自主性；(2) 營造正向的教室互動；(3) 運用多元的溝通式活動以發展學習者的語言技能。整體而言，兩位教師對於溝通式教學法的信念與其教學行為一致，然而，其中仍存在些微歧異。究其原因，主要是由於教學時數不足、班級人數過多、實務訓練有限、學校考試仍以語法測驗為主，以及同僚之間缺乏合作等因素。針對上述侷限，兩位教師在教學中進行了部分調整，以求能在未臻理想的語言教學環境中落實溝通式教學法。此外，雖然研究顯示兩位教師在教學信念及教學行為上存有些許差異，兩位教師的教學目標——培養學生的溝通能力，實為一致。
最後，研究者根據研究發現提出數點建議，俾便英語教師落實溝通式教學法。首先，師資培育者應提供足夠的實務訓練，幫助英語教師將理論運用於實際教學中。其次，學校行政單位應提供英語教師充份的教學資源，英語科教師間亦應充份合作，分享彼此的教學經驗。再者，實施溝通式教學法的教師應具備堅定的教學信念，並時時反省、修正此一信念。最後，本研究發現學習者對於溝通式活動接受度頗高，此一結果或可解除諸多英語從業人士對於溝通式教學法的疑慮與誤解。
總結來說，本研究證實了英語教師的教學信念對於落實溝通式教學法的重要性。對於尋求改革英語教育現況的學者及教師而言，本研究不僅提供了實證結果，亦建議了未來努力的方向。

The purpose of this study is to explore: (a) two senior high school English teachers’ beliefs and practices towards Communicative Language Teaching (CLT), (b) the interrelationship between their beliefs and teaching practices, (c) the factors that influence the extent of congruence between their beliefs and teaching practices, and (d) the differences between the two teachers’ beliefs and practices towards CLT. To obtain the objectivity of the data, various instruments including beliefs inventories, teacher interviews, classroom observations, archival records, student interviews, and student questionnaires were utilized to collect multiple sources of evidence. The entire period of data collection lasted over five months.
The findings reveal that both teachers held firm beliefs towards CLT and exhibited the characteristics of CLT in their instructional practices. For the first teacher, she incorporated CLT into her teaching by (a) helping the students learn English through using it, (b) affording the learners sufficient comprehensible input, (c) creating a student-centered learning environment, and (d) attending to linguistic form and language function. As regards the other teacher, her beliefs and practices towards CLT were characterized by (a) developing learner-autonomy, (b) facilitating the students’ learning with positive classroom interaction, and (c) employing various communicative activities to foster the learners’ four skills. Basically, the two teachers’ beliefs towards CLT were largely congruent with their practices in the classrooms. Nevertheless, due to the contextual factors such as limited instructional hours, big classes, inadequate practical in-service training, regulated grammar-based exams, and insufficient collegial support, the teachers’ instruction were sometimes a mixture of CLT and traditional methods. However, the teachers did not abandon CLT as constrained by the afore-mentioned impediments. Instead, they made some modifications regarding their CLT methods, and meanwhile maintained their communicative intent. With respect to the differences between the two teachers’ beliefs and practices, though the findings show that the teachers tended to weigh a skill somewhat more than another, it does not discredit their efforts to achieve the learners’ communicative competence. As suggested in this study, the distinctions of the two teachers’ beliefs and practices may be properly explained as flexibility of CLT instead of the teachers’ deviation from the teaching method.
The findings from this study offer some pedagogical implications for how English teachers carry out CLT in their teaching. First, teacher educators need to offer adequate practical in-service training to bridge the teachers’ gap between the prescribed theory and the actual practice. Secondly, school administrators and colleagues are suggested to show understanding and offer help to CLT teachers as necessary. Thirdly, CLT practitioners must develop and reflect on their beliefs systems while implementing educational changes in practice. Finally, other English dedicators are suggested to relinquish distrust of CLT, for that the students’ responses in this study displayed learners’ support for this teaching method. The study concludes with the importance of English teachers’ beliefs on their instructional practices of CLT. In seeking to answer how to fulfill educational reform like the implementation of CLT, this study provides evidence and suggests future research endeavors.

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