scholarly journals Making Communicative Language Teaching Work in Pakistan

2017 ◽  
Vol 7 (3) ◽  
pp. 226
Author(s):  
Abdul Hameed Panhwar ◽  
Shahnaz Baloch ◽  
Sanam Khan
Keyword(s):  
Developing Countries ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Developed Countries ◽  
Communicative Language Teaching ◽  
Traditional Methods ◽  
Large Classes ◽  
The Developed Countries ◽  
Causes Of Failure ◽  
Language Teaching And Learning

This paper examines communicative language teaching (CLT) and its significance in terms of language teaching and learning. The actual purpose of the paper is to explore the causes of failure of CLT in Pakistan and other developing countries in order to suggest the ways to make it successfully effective in the context. It is found that contextual problems such as overuse of traditional methods of teaching such as lecturing and large classes always come into clash with the use of CLT in the developing countries such as Pakistan because CLT is in fact a method developed and used in the developed countries where the contextual issues found in the educational institutes are rare as compared to developing countries.

Materials for Communicative Language Teaching and Learning

1987 ◽  
Vol 8 ◽  
pp. 140-163 ◽  
Author(s):  
Richard Rossner
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teaching And Learning

Surprisingly little has been written on the role of materials and the uses that teachers may make of them. General books in this area include Madsen and Bowen (1978), Cunningswoth (1984), and Sheldon (in press). The only references which particularly consider communicative langauge teaching are Grewer, Moston, and Sexton (1981), which incorprates a theoretically motivated taxonomy as well as much practical discussion, and apattison (1987), which is a practical handbook with materials in English, French, and German.

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.

Global Studies and Education in Developing Countries: Road-mapping Interdisciplinarity for Sustainable Development

2021 ◽  
Vol 8 (2) ◽  
pp. 724-729
Author(s):  
Akeem Amodu
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
21St Century ◽  
Teaching And Learning ◽  
Developed Countries ◽  
Academic Disciplines ◽  
Global Studies ◽  
Paradigm Shifts ◽  
The Developed Countries ◽  
Road Mapping

The education landscape in the 21st Century is witnessing global paradigm shifts. Emergent pedagogic practices are redefining hitherto compartmentalized systems of teaching and learning. With the advances in technology and the attendant expansions of the frontiers of knowledge - through the processes of digitalization and globalization -, the hitherto intellectual boundaries between disciplines are increasingly becoming blurred and of little or no relevance to contemporary scholarship. Emergent 21st century scholarship in the developed countries is characterized by a continued break down of intellectual barriers or walls between academic disciplines. A critical look at the courses being offered by academic institutions in the developed countries reflect interdisciplinarity: Global Studies; History and Philosophy of Sustainable Development (HPSD); and, History and Philosophy of Science (HPS) among others. A similar look at the curricular of most departments of higher institutions in developing countries however reveals holding on to traditional departmentalizations that characterized scholarship prior the commencement of the 21st century. With particular reference to the discipline Global Studies, we shall in this paper analytically discuss the emergent phenomenon of interdisciplinary scholarship as a means of road-mapping and repositioning academic departments and disciplines for sustainable development in developing countries. The paper argumentatively recommends frameworks for reforming the largely monodisciplinary education service delivery system in developing countries. In particular, the paper analytically asserts that interdisciplinarity has the potentials of engendering imperative solutions to the myriad of developmental challenges confronting developing nations across the globe.

THE ROLE OF COMUNICATIVE LANGUAGE TEACHING(CLT) AND SITUATIONAL LANGUAGE TEACHING (SLT) IN LANGUAGE TEACHING AND LEARNING

2020 ◽  
Vol 59 (10) ◽  
pp. 34-35
Author(s):  
Giyosiddin Murotjonovich Usmonov ◽  
◽  
Sherzod Khursanalievich Shadmanov ◽  
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Specific Interaction ◽  
Communicative Language Teaching ◽  
Linguistic Competence ◽  
Teaching Approaches ◽  
Computer Aided ◽  
Traditional Language ◽  
Language Teaching And Learning

In this article the role of communicative and situational language teaching approaches is discussed. It is also discussed that different learning purposes compared with the traditional language teaching and learning, for example, Computer-aided language teaching and learning is both a big challenge and also a benefit to educators, as well as to communicative language teaching and situational language teaching. Key words: Communicative Language Teaching, Situational Language Teaching, approach, linguistic competence, communicative proficiency, specific interaction, language-speaking environment and situations

scholarly journals A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

2022 ◽  
Author(s):  
Rajaa Mahmoud Fallatah
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Structured Interviews ◽  
Learning Materials ◽  
Authentic Materials ◽  
Implementation Studies ◽  
State Schools ◽  
Practical Implications ◽  
Language Teaching And Learning

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.

scholarly journals A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

2021 ◽  
Vol 12 (4) ◽  
pp. 302-316
Author(s):  
Rajaa Mahmoud Fallatah
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Structured Interviews ◽  
Learning Materials ◽  
Authentic Materials ◽  
Implementation Studies ◽  
State Schools ◽  
Practical Implications ◽  
Language Teaching And Learning

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.

International Economic Assistance in the 1970's — A Critique of Partners in Development (Review Article)

1970 ◽  
Vol 10 (4) ◽  
pp. 469-490
Author(s):  
Nurul Islam
Keyword(s):  
Developing Countries ◽  
Foreign Aid ◽  
International Aid ◽  
Developed Countries ◽  
Armed Conflicts ◽  
Economic Assistance ◽  
Self Help ◽  
Service Charge ◽  
The Developed Countries ◽  
Defence Expenditure

Foreign economic aid is at the cross-roads. There is an atmosphere of gloom and disenchantment surrounding international aid in both the developed and developing countries — more so in the former than in the latter. Doubts have grown in the developed countries, especially among the conservatives in these countries, as to the effectiveness of aid in promoting economic development, the wastes and inefficiency involved in the use of aid, the adequacy of self-help on the part of the recipient countries in husbanding and mobilising their own resources for development and the dangers of getting involved, through ex¬tensive foreign-aid operations, in military or diplomatic conflicts. The waning of confidence on the part of the donors in the rationale of foreign aid has been accentuated by an increasing concern with their domestic problems as well as by the occurrence of armed conflicts among the poor, aid-recipient countries strengthened by substantial defence expenditure that diverts resources away from development. The disenchantment on the part of the recipient countries is, on the other hand, associated with the inadequacy of aid, the stop-go nature of its flow in many cases, and the intrusion of noneconomic considerations governing the allocation of aid amongst the recipient countries. There is a reaction in the developing countries against the dependence, political and eco¬nomic, which heavy reliance on foreign aid generates. The threat of the in¬creasing burden of debt-service charge haunts the developing world and brings them back to the donors for renewed assistance and/or debt rescheduling.

A Decade of the World Trade Organization and the Trade Performance of Muslim Countries

2010 ◽  
Vol 27 (4) ◽  
pp. 23-44
Author(s):  
Ruzita Mohd. Amin
Keyword(s):  
Developing Countries ◽  
World Trade Organization ◽  
World Trade ◽  
Developed Countries ◽  
Playing Field ◽  
Muslim Countries ◽  
The World ◽  
The Developed Countries ◽  
Merchandise Trade ◽  
Wto Agreements

The World Trade Organization (WTO), established on 1 January 1995 as a successor to the General Agreement on Tariffs and Trade (GATT), has played an important role in promoting global free trade. The implementation of its agreements, however, has not been smooth and easy. In fact this has been particularly difficult for developing countries, since they are expected to be on a level playing field with the developed countries. After more than a decade of existence, it is worth looking at the WTO’s impact on developing countries, particularly Muslim countries. This paper focuses mainly on the performance of merchandise trade of Muslim countries after they joined the WTO. I first analyze their participation in world merchandise trade and highlight their trade characteristics in general. This is then followed by a short discussion on the implications of WTO agreements on Muslim countries and some recommendations on how to face this challenge.

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