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.

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

1970 ◽  
Vol 15 (1-2) ◽  
pp. 1-9 ◽  
Author(s):  
Bal Ram Adhikari
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
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

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English 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.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

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 Implications of Selected Use of Learner’s First Language in English Language Teaching

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Nan Kang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Social Functions ◽  
Limited Effect ◽  
Negative Impacts

This academic essay is an assessed coursework in Approaches and Methods in Language Teaching for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London. This essay seeks to identify the necessity of inclusion of First Language  in foreign language teaching and its following positive and negative impacts. Involving Target Language in language lessons is a bright idea due to its cognitive, communicative and social functions, though it might cause a few problems, such as the limited effect on elite students, the inefficient and time- consuming learning process, student’s over-reliance of L1. In the end, the essay provides a few teaching suggestions for language teachers.

scholarly journals To the issue of vocational english syllabus design for sustainable foreign language education

2019 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Labour Force ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Syllabus Design

The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.

scholarly journals Review of Text Authenticity Relationship with Language Learner Motivation and Communicative Competence

2020 ◽  
Vol 10 (5) ◽  
pp. 89
Author(s):  
Hamdi Ahmad ◽  
Robert McColl Millar
Keyword(s):  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Careful Analysis ◽  
Language Learner ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Learner Motivation ◽  
Language Classrooms

Although the call for a more learner-centered pedagogy has long existed in English language teaching, viewpoints are still very controversial on what type of materials should be used in language classrooms. This paper is aimed at defining and addressing the ambiguities surrounding the concept of text authenticity and its relationship with language learner motivation and communicative competence in the field of English Language Teaching (ELT). However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic materials are also discussed. The study is based upon the theoretical strategy of research represented in a critical review of a number of research studies aimed at defining the concept of text authenticity and investigating the effects of authentic materials on language learners’ individual differences, namely learner motivation and communicative competence. The findings obtained from the literature review revealed that aspects of text authenticity may be situated in the text itself, the participants, social or cultural situations and purposes of the communicative act, or some combination of these elements. Equally important, the study concluded that a lack in language learners’ motivation and deficiency in their overall communicative competence in the English language can be attributed to teachers’ exclusive reliance on contrived text materials in a typical form of textbooks. The study recommends that teacher training courses should be aimed to develop language teachers’ practical knowledge and skills necessary for evaluating and designing TESOL materials. In addition, to introduce authentic materials into language classrooms, syllabus writers and classroom teachers need to take into consideration this methodological framework consisting of three sequential procedures: 1) conducting a careful analysis of learners’ needs in context, 2) selecting authentic texts in light of learners’ needs already analyzed in context, 3) basing teaching on the Task-Based Learning (TBL) approach that stresses the importance of activating learner schemata, awareness-raising activities and task differentiation. This triangulation methodology is likely to contribute to reducing the difficulty of text authenticity and realizing comprehensible input.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

scholarly journals A framework for characterizing communication-oriented ELT textbooks

2022 ◽  
Vol 9 (2) ◽  
pp. 66-88
Author(s):  
Nahúm Misael Tórrez
Keyword(s):  
English Language ◽  
Theoretical Foundation ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Textbook Analysis ◽  
English Language Teaching ◽  
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).  

scholarly journals The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools

2019 ◽  
Vol 12 (11) ◽  
pp. 97
Author(s):  
Abderrahim El Karfa
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Classroom Environment ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Communicative Approach

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students&rsquo; personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

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