A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

Structured Interviews ◽

Learning Materials ◽

Authentic Materials ◽

Implementation Studies ◽

State Schools ◽

Practical Implications ◽

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.

Making Communicative Language Teaching Work in Pakistan

International Journal of English Linguistics ◽

10.5539/ijel.v7n3p226 ◽

2017 ◽

Vol 7 (3) ◽

pp. 226

Author(s):

Abdul Hameed Panhwar ◽

Shahnaz Baloch ◽

Sanam Khan

Keyword(s):

Developing Countries ◽

Teaching And Learning ◽

Language Teaching ◽

Developed Countries ◽

Traditional Methods ◽

Large Classes ◽

The Developed Countries ◽

Causes Of Failure ◽

This paper examines communicative language teaching (CLT) and its significance in terms of language teaching and learning. The actual purpose of the paper is to explore the causes of failure of CLT in Pakistan and other developing countries in order to suggest the ways to make it successfully effective in the context. It is found that contextual problems such as overuse of traditional methods of teaching such as lecturing and large classes always come into clash with the use of CLT in the developing countries such as Pakistan because CLT is in fact a method developed and used in the developed countries where the contextual issues found in the educational institutes are rare as compared to developing countries.

Materials for Communicative Language Teaching and Learning

Annual Review of Applied Linguistics ◽

10.1017/s0267190500001082 ◽

1987 ◽

Vol 8 ◽

pp. 140-163 ◽

Cited By ~ 4

Author(s):

Richard Rossner

Keyword(s):

Teaching And Learning ◽

Language Teaching ◽

Surprisingly little has been written on the role of materials and the uses that teachers may make of them. General books in this area include Madsen and Bowen (1978), Cunningswoth (1984), and Sheldon (in press). The only references which particularly consider communicative langauge teaching are Grewer, Moston, and Sexton (1981), which incorprates a theoretically motivated taxonomy as well as much practical discussion, and apattison (1987), which is a practical handbook with materials in English, French, and German.

PRODUCING INNOVATIVE AND AWARD-WINNING FOREIGN LANGUAGE TEACHING AND LEARNING MATERIALS: THE JOURNEY OF THE UNIVERSITI MALAYSIA PAHANG PRESS, ITS ACHIEVEMENTS AND CHALLENGES

ICERI2019 Proceedings ◽

10.21125/iceri.2019.2921 ◽

2019 ◽

Author(s):

Muhammad Azli Shukri ◽

Mohd Iszuani Mohd Hassan ◽

Zarina Mohd Ali

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Language Teaching ◽

Foreign Language Teaching ◽

Learning Materials ◽

Award Winning ◽

Children’s Acquisition of Communicative Competence and Discussion on Awakening and Developing Students’ Communicative Competence in University English Teaching

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.49.176 ◽

2015 ◽

Vol 49 ◽

pp. 176-184

Author(s):

Mohsen Fatehi ◽

Maryam Entezari

Keyword(s):

University Students ◽

Teaching And Learning ◽

Communicative Competence ◽

Language Teaching ◽

English Teaching ◽

The World ◽

Improved Methods ◽

What plays an important role in language teaching and learning is Communicative competence. This paper tries to explore the children’s acquisition of communicative competence and yet with the spread and development of English around the world and its increased use in Iran, research about improved methods to develop university students’ English level has become of great importance.This paper also dissects the inevitability and viability of developing students’ communicative competence in University English Teaching (UET) and also debates the advantages and challenges of Communicative Language Teaching (CLT) for UET. A questionnaire is used to determine students’ understanding of the term communicative competence.

INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING IN INDONESIA

JEELS (Journal of English Education and Linguistics Studies) ◽

10.30762/jeels.v3i1.173 ◽

2016 ◽

Vol 3 (1) ◽

Author(s):

Tuti Hidayati

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Teaching Style ◽

English Language Teaching ◽

Learning Materials ◽

Integration Of Ict ◽

Indonesian ELT is complex for numerousreasons, and the level of students‟ outcome has beenregarded unsatisfactory by a number of researchers andacademics. This paper considers ICT as one of possiblealternatives to deal with the complexity of IndonesianELT and to improve its outcomes. It widely exploresICT integration in English LTL, especially on how ICThas been used in this field. It further investigates thebenefits and challenges of integrating ICT in LTL. Thepaper argues that the integration of ICT is promising forchanging and improving the effectiveness of the currentIndonesian ELT condition when it is carried out in linewith the effective LTL principles. The integration of ICTwill enable teachers to vary teaching and learningactivities, to gradually change the teaching style to bemore student-centred, to train students to have moreactive role in learning, and to access a huge range ofauthentic learning materials. The paper alsoacknowledges the contraints that will emerge in aneffort of integrating ICT in Indonesian English LTL.Hence, some recommedations for action are proposed atthe end.Keywords: English LTL, Indonesian ELT, ICT, benefit,challenge

Communicative Language Teaching Strategies for German as a Foreign Language in Uganda

Journal of Language Teaching and Research ◽

10.17507/jltr.0801.02 ◽

2017 ◽

Vol 8 (1) ◽

pp. 8 ◽

Cited By ~ 2

Author(s):

Samuel Sekiziyivu ◽

Christopher B. Mugimu

Keyword(s):

Language Learning ◽

Teaching Strategies ◽

Classroom Environment ◽

Teaching And Learning ◽

Language Teaching ◽

Teacher Competence ◽

Structured Interviews ◽

Cross Sectional Survey ◽

Cross Sectional

The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students’ excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners’ acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers’ experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.

THE ROLE OF COMUNICATIVE LANGUAGE TEACHING(CLT) AND SITUATIONAL LANGUAGE TEACHING (SLT) IN LANGUAGE TEACHING AND LEARNING

SCIENTIFIC WORK ◽

10.36719/2663-4619/59/34-35 ◽

2020 ◽

Vol 59 (10) ◽

pp. 34-35

Author(s):

Giyosiddin Murotjonovich Usmonov ◽

◽

Sherzod Khursanalievich Shadmanov ◽

Keyword(s):

Teaching And Learning ◽

Language Teaching ◽

Specific Interaction ◽

Linguistic Competence ◽

Teaching Approaches ◽

Computer Aided ◽

Traditional Language ◽

In this article the role of communicative and situational language teaching approaches is discussed. It is also discussed that different learning purposes compared with the traditional language teaching and learning, for example, Computer-aided language teaching and learning is both a big challenge and also a benefit to educators, as well as to communicative language teaching and situational language teaching. Key words: Communicative Language Teaching, Situational Language Teaching, approach, linguistic competence, communicative proficiency, specific interaction, language-speaking environment and situations

Towards An Intercultural Communicative Language Teaching And Learning:, Implications For English As Foreign Language Classes

10.37136/2000-000-026-036 ◽

2018 ◽

pp. 23

Author(s):

Mahbouba Messerehi

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Language Teaching ◽

English As Foreign Language ◽

Language Classes ◽

AUTONOMY AND INDEPENDENCE IN LANGUAGE LEARNING.Phil Benson & Peter Voller (Eds.). London: Longman, 1997. Pp. viii + 263. $30.40 paper.

Studies in Second Language Acquisition ◽

10.1017/s0272263198273062 ◽

1998 ◽

Vol 20 (3) ◽

pp. 431-433 ◽

Cited By ~ 1

Author(s):

Muriel Saville-Troike

Keyword(s):

Second Language ◽

Learning Outcomes ◽

Empirical Evidence ◽

Teaching And Learning ◽

Communicative Competence ◽

Language Teaching ◽

Authentic Materials ◽

Second Language Teaching ◽

Western Education ◽

Promoting autonomy and independence (A & I) has for years been an accepted goal of Western education in general and has more recently joined such aims as developing “communicative competence” or using “authentic materials” in the canons of second language teaching and learning. As is the case with other pedagogical bandwagons we have jumped aboard, too little attention has been paid to its underlying theoretical bases and assumptions, and too few calls for empirical evidence of learning outcomes have been made. Benson and Voller offer a thought-provoking collection of papers that, although strongly endorsing the A & I movement in general, bring several of its implicit assumptions and values to conscious scrutiny and explore both apparent paradoxes and issues for debate.