scholarly journals Learner Role in CLT: Practices in the Higher Secondary Classrooms

2018 ◽  
Vol 20 (1-2) ◽  
pp. 34-40
Author(s):  
Md. Abdur Rouf ◽  
Khanam Nargis Sultana
Keyword(s):  
Teaching And Learning ◽  
Work Group ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Secondary Classrooms ◽  
Role Changes ◽  
Diverse Classroom ◽  
Classroom Activities ◽  
Teaching Learning ◽  
Pair Work

Communicative Language Teaching (CLT) is a learner-centered approach for language teaching and learning. In the CLT context, learner’s role changes from that of a passive receiver to an active participant engaging in diverse classroom activities that promote communicative competence. Again, L2 learners are supposed to learn the language by using it for different tasks, and taking part in pair work, group work, role play, and discussion inside classrooms. This study aims to find out gaps, if any, between learner roles as advocated in CLT theory and as practiced by learners in the higher secondary classrooms in Bangladesh while teaching/learning English following this approach, and its relation to poor ‘learning outcomes’. Journal of NELTA, Vol 20 No. 1-2, December 2015, page: 34-40

scholarly journals Communicative Language Teaching in Teaching ESL for University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 49-57
Author(s):  
Le Thi Ngoc Hien
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Classroom Activities ◽  
Advantages And Disadvantages ◽  
The University ◽  
Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.  

scholarly journals The Application of Communicative Language Teaching Method in Vocabulary Teaching

2019 ◽  
Vol 12 (2) ◽  
pp. 99
Author(s):  
Lilik Yuliawati ◽  
Aprillia Aprillia
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Word Meaning ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Classroom Activities ◽  
Long Time

Abstract: Since young learners have special characteristics in learning a foreign language, teachers have to create an interesting method in teaching English especially vocabulary. One of the methods usually used in teaching vocabulary is Communicative Language Teaching (CLT). The objective of the research is to know how to teach vocabulary using pictures and games in the CLT method, to investigate the advantages of teaching English vocabulary through pictures and games in CLT method, as well as to investigate the problems that occurred in teaching and learning process. The method used in this study is action research with 30 participants. The researcher collected the data by having observation, conversation, and interview. In delivering materials there are three necessary elements, those are engaged, study, and activate stage. The result shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. They felt that pictures and games in the CLT method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. Besides, this method also helped the students to pronounce each word correctly. However, there are some problems, such as the students usually feel bored when they only have one discussion for a long time. When the students have never heard of the word before, the teacher must explain it to them first. Besides, the class could be crowded and noisy.

scholarly journals A Collaboration Between Communicative Language Teaching (CLT), Audiolingual, and Community Language Learning (CLL) Approach in Teaching and Learning English at SMA 1 Singorojo Kendal

2020 ◽  
Vol 4 (1) ◽  
pp. 127-139
Author(s):  
Haryani Haryani ◽  
Ainur Putry
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Method ◽  
Classroom Activity ◽  
Qualitative Research Design ◽  
Methods And Techniques ◽  
Teaching Learning ◽  
Learning English

This research aimed to investigate and analyze the collaboration of communicative language teaching approach, audiolingual method, and cooperative language learning method which were applied during teaching - learning process in twelve grade of science 2 students in SMA 1 Singorojo Kendal.  This research employed descriptive qualitative research design. The instruments of this study were interview and observation which took approximately fifty minutes. In order to motivate and improve students’ speaking ability, so the teacher taught them in simple way first, then followed by synthesizing both of essentials methods and techniques. The result showed that teacher designed the classroom activity by implementing curriculum 2013 in which emphasized on communicative language teaching (CLT) approach. The researchers found that the teacher organized some methods in delivering material. He also provided fun and interesting games to encourage students’ motivation in learning English.The researchers infer that there are collaboration between CLT approach, audiolingual method, and CLL method as an alternative strategy in learning English.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

Practical and Case-Based Methods in Teaching and Learning

2022 ◽  
pp. 148-179
Author(s):  
Laura Elizabeth Hand
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Experiential Knowledge ◽  
The Us ◽  
Case Based Learning ◽  
Environmental Adaptability ◽  
Teaching Learning ◽  
Case Based

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

scholarly journals Making Communicative Language Teaching Work in Pakistan

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 ◽  
Communicative Language Teaching ◽  
Traditional Methods ◽  
Large Classes ◽  
The Developed Countries ◽  
Causes Of Failure ◽  
Language Teaching And Learning

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.

Lessons from “communicative language teaching” for Māori language teachers in English medium schools

2020 ◽  
Vol 16 (3) ◽  
pp. 259-267
Author(s):  
Sophie Judy Nock
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Of Instruction ◽  
Generational Transmission ◽  
Ultimate Fate ◽  
High Level

Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

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