scholarly journals Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

2011 ◽  
Vol 4 (2) ◽  
pp. 3 ◽  
Author(s):  
Ming Chang ◽  
Jaya S. Goswami
Keyword(s):  
Curriculum Design ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Local Context ◽  
Policy And Practice ◽  
Factors Affecting ◽  
College English ◽  
English Classes ◽  
Asian Pacific ◽  
Situational Constraints

Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

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.

scholarly journals Chasms of Communicative Language Teaching: Perils of Pupils in Primary Schools of Bangladesh

2021 ◽  
Vol 10 (4) ◽  
pp. 275-291
Author(s):  
Mohammed Shamsul Hoque ◽  
J Karthikeyan ◽  
Md Monjurul Islam ◽  
Md Kabirul Islam
Keyword(s):  
English Learners ◽  
Primary Schools ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Local Context ◽  
Structured Interviews ◽  
Before And After ◽  
Lesson Delivery ◽  
Learner Empowerment ◽  
Teaching Learning

The success of the Communicative Language Teaching (CLT) approach at primary schools of Bangladesh has recently been questioned seriously. No measures have yet been taken to remedy the apprehended failure of CLT programs in the country. This inquiry focuses on the perils of pupils in the forms of shaming, failure, and fear for the tyranny of the current CLT curriculum. A mixed research method was used to conduct a comprehensive analysis of the learners’ situation through a questionnaire survey with participation of 211 CLT practitioners, an FGD with 12 participants and semi-structured interviews with 15 English learners. Along with lack of teacher empowerment mechanisms, other challenges for young learners (YLs) included problem of enduring class rules, their inability to cope with difficult texts, fear of failure in lessons, tests, and physical and psychological sufferings inflicted on them during, before and after the delivery of the lessons. The findings reveal the need of a modified CLT curriculum with provisions for innovative pedagogy, learner care and learner empowerment. Provisions for use of L1 Bangla in lesson delivery, inclusion of learner culture and local context in the teaching-learning of English are recommended to ensure expected outcomes.

scholarly journals Factors Affecting Teachers’ Implementation of Communicative Language Teaching Curriculum in Secondary Schools in Bangladesh

2018 ◽  
Author(s):  
Mohammad Rahman ◽  
Ambigapathy Pandian ◽  
Manjet Kaur
Keyword(s):  
Secondary Schools ◽  
Teacher Development ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Future Research ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Curriculum Assessment ◽  
Traditional Grammar ◽  
Positive Outlook

This study focuses on the selected factors affecting teachers’ implementation of the Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study is explorative, interpretivist, and qualitative in nature. A phenomenology approach, under qualitative method, was adopted to explore how teachers experience the phenomenon of CLT based curriculum change. Four schools were chosen, two from Dhaka (Urban), the capital of the country, and two from the villages in Chandpur (Rural). Eight selected participants were chosen from these schools based on a purposive sampling. Semi-structured interviews, classroom observation and document analysis of curriculum, assessment, and teaching materials were the instruments of data collection. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed a positive outlook from all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the curriculum. The study suggests some recommendations to ensure the effective implementation of CLT curriculum. Future research is also recommended based on other factors and stakeholders.

Current Developments in Language Curriculum Design: An Australian Perspective

1998 ◽  
Vol 18 ◽  
pp. 287-303
Author(s):  
Jill Burton
Keyword(s):  
Curriculum Design ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Profession ◽  
Curriculum Planning ◽  
Discourse Theory ◽  
Teacher Accountability ◽  
Language Curriculum ◽  
Teacher Responsibility ◽  
The Past

The past decade in language curriculum in Australia has been a time of exploration and innovation, and also a time of consolidation. During this period, curriculum planning reflected, first, a swing within the teaching profession to greater teacher responsibility in curriculum (a responsive curriculum), then a swing back to teacher accountability (an explicit curriculum) due to demands external to the teaching profession. In addition, language curriculum in Australia was strongly influenced by communicative language teaching theory (CLT) and the related developments of task-based learning (TBL), needs-based programming, and language as discourse theory.

scholarly journals A modern approach to communicative language teaching in English classes in high school

2021 ◽  
Vol 284 ◽  
pp. 08005
Author(s):  
Tatyana Kholstinina ◽  
Svetlana Vekovishcheva ◽  
Alyona Kochetova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Integrated Approach ◽  
Communicative Language Teaching ◽  
Grammatical Knowledge ◽  
Modern Approach ◽  
English Classes ◽  
Oral Form ◽  
Oral Speech ◽  
Effective Development

In this article we observe various methods of teaching foreign language in oral form within a certain situation. We claim, that when learning a second language, in addition to phonological and lexical-grammatical knowledge, students need to master the ways of communicating with other people. We stress on the need to form an integrated approach in the preparation and realization of classes and tasks for the effective development of students’ oral speech skills. We also examine the methodology known as Communicative Language Teaching or CLT and explore its origins and evolution since it was first proposed in the 1970s, and how it has influenced approaches to language teaching today. The research consists of the 6 main sections (abstract, introduction, materials and methods, results, discussion and references).

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.

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