TESTING COMMUNICATIVE LANGUAGE TEACHING (CLT) THROUGH ENGLISH FOR TODAY (EFT) IN BANGLADESH: CHALLENGES FACED BY TERTIARY STUDENTS INITIALLY

Language Teaching ◽

Secondary Level ◽

Medium Of Instruction ◽

Main Principle ◽

Language Competence ◽

Large Classrooms ◽

Undergraduate Programs

The idea of using language as a tool of communication is the main principle of the communicative language teaching (CLT) approach. English for today (EFT) as a textbook was designed to develop the overall English language competence at a higher secondary level. This paper aims at justifying the suitability of EFT for implementing communicative language teaching in Bangladesh. This study shows English for today is not effective for creating communicative competence among its learners. Moreover, the tertiary students initially face challenges while enrolling in undergraduate programs under the medium of instruction is English. Data have been collected through classroom observation, interviews with teachers, students, and experts. Structured questionnaires for students, teachers, and experts have been used as tools for data collection. Finally, the paper concludes that revised abbreviations may be suitably adaptable to impose a communicative language teaching approach by overcoming the challenges in the large classrooms in Bangladesh.

Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching

The American Journal of Interdisciplinary Innovations and Research ◽

10.37547/tajiir/volume03issue02-14 ◽

2021 ◽

Vol 03 (02) ◽

pp. 72-79

Author(s):

Fotima Abduvosiyevna Rafikova ◽

Keyword(s):

Foreign Language ◽

Educational System ◽

English Language ◽

Language Skills ◽

Foreign Languages ◽

National Standard ◽

Language Competence ◽

Foreign Language Skills

At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

Journal of NELTA ◽

10.3126/nelta.v15i1-2.4602 ◽

1970 ◽

Vol 15 (1-2) ◽

pp. 1-9 ◽

Cited By ~ 2

Author(s):

Bal Ram Adhikari

Keyword(s):

Student Teachers ◽

English Language ◽

Language Teaching ◽

Teaching Experience ◽

Learner Centered ◽

Speaking Skill ◽

Meaningful Interaction

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽

10.20414/edulangue.v2i1.922 ◽

2019 ◽

Vol 2 (1) ◽

pp. 86-97

Author(s):

Syarifudin Syarifudin

Keyword(s):

English Language ◽

Language Teaching ◽

Efl Learners ◽

Grammatical Competence ◽

Speaking Proficiency ◽

Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT), which gains its popularity within the context of EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

A framework for characterizing communication-oriented ELT textbooks

Nordic Journal of Language Teaching and Learning (formerly NJMLM) ◽

10.46364/njltl.v9i2.903 ◽

2022 ◽

Vol 9 (2) ◽

pp. 66-88

Author(s):

Nahúm Misael Tórrez

Keyword(s):

English Language ◽

Theoretical Foundation ◽

Language Teaching ◽

Textbook Analysis ◽

Short Discussion ◽

Council Of Europe ◽

The Common

Textbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article. Keywords: Communicative Competence, ELT Textbooks, Textbook Analysis, Communicative Language Teaching (CLT).

A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.9n.3p.11 ◽

2020 ◽

Vol 9 (3) ◽

pp. 11

Author(s):

Md. Masud Rana ◽

Md. Mahmud Hasan Chowdhury

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Secondary Level ◽

Modern Language ◽

Metropolitan Cities ◽

Teachers And Students ◽

Efl Students

This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.

An analysis of three curriculum approaches to teaching English in public-sector schools

Language Teaching ◽

10.1017/s0261444817000155 ◽

2017 ◽

Vol 50 (4) ◽

pp. 441-482 ◽

Cited By ~ 1

Author(s):

Kathleen Graves ◽

Sue Garton

Keyword(s):

Public Sector ◽

English Language ◽

Curriculum Implementation ◽

Language Teaching ◽

Secondary Level ◽

List Type ◽

Approaches To Teaching

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including:•the view of language and language acquisition underlying the approach•how learners’ needs are construed•the nature of the content and materials•the teacher's role•the context•how language is assessedThis is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT)

Jurnal Pendidikan Bahasa dan Sastra ◽

10.17509/bs_jpbsp.v14i1.700 ◽

2014 ◽

Vol 14 (1) ◽

pp. 36

Author(s):

Sri Diana

Keyword(s):

Teaching Methods ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Major Focus ◽

Teaching Techniques ◽

Communicative Skills

Communicative Language Teaching (CLT) has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and adequate resources.

THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN EFL CONTEXT: A CASE STUDY OF LEARNERS' ATTITUDES AND PERCEPTIONS

ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY ◽

10.48127/spvk-epmq/15.7.118 ◽

2015 ◽

Vol 7 (3) ◽

pp. 118-126

Author(s):

Ekrem Eroz ◽

Azamat A. Akbarov

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Language Learner ◽

Target Language ◽

Attitudes And Perceptions ◽

Exam System

This research study investigates the place of communicative language teaching in one of the capital Balkan cities in Sarajevo, in Bosnia by exploring attitudes and perceptions of Bosnian EFL students. A questionnaire survey was conducted to collect data from the target EFL learner groups. The findings of the survey revealed that Bosnian learners have positive views and attitudes toward communicative language teaching. According to Hymes (1972), the goal of language teaching is to improve the communicative competence of learners. That is why, educators should focus on the communication skills of learners rather than their grammar-based knowledge and being able to communicate effectively in the target language is the most important of all skills. However, some external factors, like exam system, high number of students in the classes, can be barriers to implement CLT effectively in different EFL contexts and they force teachers to use traditional methods in language teaching but this presumption is lower or almost unlikely in private education institutions thanks to the amenities. Supporting the view above, the results of survey also reported that EFL learners have favourable beliefs for the use of CLT in their classrooms and they believe that as a foreign language English learning is very important in their country and for their future careers. Key words: EFL (English as a Foreign Language), learner beliefs, communicative competence, CLT (communicative language teaching), English language teaching.

Addressing the Issue of Mixed-Ability Students in CLT Classrooms Using Self-Check Politeness Kit

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v2i2.7601 ◽

2018 ◽

Vol 2 (2) ◽

pp. 12

Author(s):

Suryani Awang ◽

Wan Nuur Fazliza Wan Zakaria ◽

Siti Shazlin Razak ◽

Muhammad Luqman Ibnul Hakim Mohd Saad ◽

Mohd Zafian Mohd Zawawi

Keyword(s):

English Language ◽

Language Teaching ◽

Successful Communication ◽

Politeness Strategies ◽

Language Competency ◽

Malaysian Students ◽

Competency Level

After more than three decades of its adoption in the English language teaching in Malaysia, Communicative Language Teaching (CLT) approach is yet to prove its effectiveness in this country since the English competency level among Malaysian students is reported to be gradually declining among our students and fresh graduates. One common cited reason is they lack competency in using the English language. Nevertheless, CLT should help to enhance learners’ communicative competence if this teaching approach is ideally conducted in L2 classrooms. This includes learners’ ability to employ politeness strategies in oral interactions. In this regard, past studies have shown that students with different English language competency level tended to employ different politeness strategies, hence resulting in different politeness levels displayed during oral interactions. While some strategies can lead to successful communication, others might appear inappropriate. Hence, this scenario could be seen as a threat in L2 learning. Despite this however, the teaching of appropriate politeness strategies among students of mixed-ability in CLT classrooms can be a great help. Here, input on appropriate politeness strategies from more proficient and competent students who are usually more polite is extremely important for less competent classmates to improve their politeness level. This is the concept behind the introduction of Self-Check Politeness Kit (S-CP Kit).

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

RELC Journal ◽

10.1177/0033688220978542 ◽

2021 ◽

pp. 003368822097854

Author(s):

Kevin Wai-Ho Yung

Keyword(s):

Hong Kong ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

High Stakes Testing ◽

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.