scholarly journals HOW COMMUNICATIVE LANGUAGE TEACHING METHOD ACTIVATE STUDENTS LEARNING PROCESSES IN SECONDARY SCHOOLS IN TANZANIA

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Irene Mollel
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Learner ◽  
Target Language ◽  
Unique Contribution ◽  
Qualitative And Quantitative

Purpose: The purpose of this study was to make a thorough assessment of how communicative language teaching method activates student learning process in secondary schools in Tanzania, particularly Arusha district. Methodology: This study employed both qualitative and quantitative approaches under case study design and data were gathered through questionnaires and interviews. Data obtained were analyzed using descriptive and thematic analysis. Findings: Results from the study reveals that, CLT promotes learner’s self-expression abilities using a target language; build learners communicative competences; Create and maintain the interaction between language, learner and the speaker and enhance easy assessment of the learners' practices and development.   Unique contribution to theory, practice and policy CLT method is the best approach to be adopted by all teachers on instructing learners’ new language particularly the English language. The scrutiny of this study will help the policymakers to review the curriculum and add utmost CLT activities to be done in and outside the classroom thus enable students to get more time to practice the language.

scholarly journals Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

2021 ◽  
Author(s):  
Ahmed O. Alharbi
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Textbook Analysis ◽  
Target Language ◽  
Linguistic Complexity ◽  
Teaching Principles

This paper aims to analysis an English language textbook used in “middle school” (high school) in Saudi Arabia in-depth, to ascertain the type of pedagogy pushed by the teacher’s book. The criteria of analysis are adapted from Communicative Language Teaching (CLT). These criteria are used to analyses the textbook in terms of how communicative it is and personalised, how authentic, how meaningful; its degree of linguistic complexity; whether it is scaffolded, accuracy or fluency oriented; and how much of all each of these categories is in the textbook activities. The methodology of this paper is qualitative and presents only one aspect, textbook analysis, of a broader case study which forms part of a Ph.D. project that explores the factors behind the failure of implementation of CLT in Saudi Arabia. The results of this analysis show that in the textbook there is a careful balance between accuracy and fluency. There are some person, alised and meaningful activities, however most of the activities lack of authenticity which limits freedom for the students in using use the target language.

scholarly journals Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

2020 ◽  
Vol 11 (4) ◽  
pp. 96-109
Author(s):  
Ahmed O. Alharbi
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Textbook Analysis ◽  
Target Language ◽  
Linguistic Complexity ◽  
Teaching Principles

This paper aims to analysis an English language textbook used in “middle school” (high school) in Saudi Arabia in-depth, to ascertain the type of pedagogy pushed by the teacher’s book. The criteria of analysis are adapted from Communicative Language Teaching (CLT). These criteria are used to analyses the textbook in terms of how communicative it is and personalised, how authentic, how meaningful; its degree of linguistic complexity; whether it is scaffolded, accuracy or fluency oriented; and how much of all each of these categories is in the textbook activities. The methodology of this paper is qualitative and presents only one aspect, textbook analysis, of a broader case study which forms part of a Ph.D. project that explores the factors behind the failure of implementation of CLT in Saudi Arabia. The results of this analysis show that in the textbook there is a careful balance between accuracy and fluency. There are some person, alised and meaningful activities, however most of the activities lack of authenticity which limits freedom for the students in using use the target language.

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

2015 ◽  
Vol 7 (3) ◽  
pp. 118-126
Author(s):  
Ekrem Eroz ◽  
Azamat A. Akbarov
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
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.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective

2020 ◽  
Vol 6 (1) ◽  
pp. 116-125
Author(s):  
Muhammad Anjar Nugraha ◽  
Slamet Wahyudi Yulianto
Keyword(s):  
Private School ◽  
Integrated Curriculum ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Teachers ◽  
Language Learner ◽  
English Language Teaching ◽  
Structured Interviews ◽  
School Based

Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one another school is a private school that implements a School-based Curriculum or integrated curriculum. Those teachers administered the questionnaire and one teacher for each school will be chosen to conduct classroom observation and semi-structured interviews. According to the result of this study, the researcher indicates that all the participants tend to implement Communicative Approaches-Communicative Language Teaching (CLT)-Task Based Language Teaching most in their future classes. Eventhough the participants have their own style of teaching, they are not believe in themselves enough to produce their own teaching method. They have an authority to combine and prove it with their beliefs and background knowledge. They pay attention to the background of language learner and should not only focus on native speakers’ value. The researcher is almost able to observe the macro strategies that purposed by Kumaravadivelu. There is no difference between teacher who implements the 2013 revised curriculum and school-based curriculum or integrated curriculum from post method pedagogy principle

scholarly journals TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS

2019 ◽  
Vol 2 (2) ◽  
pp. 59-75
Author(s):  
Nopita Trihastutie ◽  
Eka Fadilah
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Game Problem ◽  
Communicative Language Teaching ◽  
Willingness To Communicate ◽  
English Language Teaching ◽  
English Class ◽  
Depth Interview ◽  
Task Variety

The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Vol 12 (2) ◽  
pp. 540-550
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

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