scholarly journals Perceptions and Challenges of CLT in EFL Classes - Possible Research in Afghan Tertiary EFL Context

2019 ◽  
Vol 8 (5C) ◽  
pp. 1159-1164
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
The Real ◽  
English Teaching ◽  
Efl Context ◽  
Subsequent Investigation

A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.

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.

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 EMERGING FACTORS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) AND ITS APPLICATION IN INDONESIAN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS

2018 ◽  
Vol 3 (2) ◽  
pp. 169
Author(s):  
Abd Rahman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning And Teaching ◽  
Efl Context ◽  
Main Factors

Communicative Language Teaching (CLT) has been adopted in many countries and has influenced the foreign and second language learning and teaching. This article aims to explore the emerging factors of CLT and how CLT is practiced in Indonesian EFL classroom. This study finds that there are three main phases of the development of CLT. Started from the works of Hymes (1967, 1972), Canale and Swain (1980) and Bachman (1990). Moreover, recent theories in second language acquisition and globalization are two main factors which lead to the widespread of CLT. Finally, in the EFL context the application of CLT has faced many challenges. Socio-cultures, grammar and reading-based exam, and teachers’ low English proficiency make the application of CLT in Indonesian EFL classroom has not reached its objectives yet.  

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Reza Raissi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Translation Method ◽  
Control Group ◽  
Student Interactions ◽  
Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher.   Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

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

2015 ◽  
Vol 49 ◽  
pp. 176-184
Author(s):  
Mohsen Fatehi ◽  
Maryam Entezari
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Teaching ◽  
The World ◽  
Improved Methods ◽  
Language Teaching And Learning

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.

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