Communicative Language Teaching: Possibilities and Problems (original) (raw)
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Need of Communicative Language Teaching And its Needs DR. SHRUTI DAS Ph.D
Abstract: The need of learning English in present day world has got such importance that Communicative Approach is being used to teach it in contexts like Odisha. In spite of the introduction of Communicative Approach, the teachers using this approach are not able to use it to help the students improve their communicative competence in English as expected. Of the many reasons for the teachers not being able to use it, the teachers’ wrong notions of CLT and their lack knowledge on CLT are two important reasons. This article presents the background that led to the introduction of CLT, various definitions on it and the characteristic features of CLT to help the teachers use the Communicative Approach successfully in the class to teach English as a second language.
Advances in Language and Literary Studies, 2019
Language is a complex phenomenon whether it counts in speaking or writing. Teaching and learning English language is much demanded in today's globalization era. The increasing need of English language learning has demanded English language teaching around the globe. Therefore, the demand for language learning needs a tremendous quality in language teaching materials and resources. In current years, language learning has been perceived from a special perspective; it can be viewed as the communication between users and the learner of the language. The aim of the study is to determine the factors that deter teachers to implement communicative approach in their teaching. Researchers and practitioners have considered communicative competence as an ideal teaching approach (Berns, 1990). However, public sector colleges in Pakistan rely on Grammar Translation Method (GTM). Though students have good understanding of the language skills such as vocabulary, grammar and reading but research still have shown low proficiency when their speaking skills are tested. Therefore, in order to overcome this default in language proficiency, many teachers are supposed to adopt communicative language teaching methodology in their teaching. The study findings shed light on the factors which always deter teachers in the implementation of CLT and it is believed by the teachers that CLT should be followed at public sector colleges since it is one of the most effective methods of language teaching and learning. English language teaching and learning can be learnt meaningfully, if the aspects like phonetics, phonology, morphology, syntax and semantics will be instilled or implemented properly.
2013
In this paper, it is proposed that Communicative Language Teaching (CLT) should be adopted as a method/ approach for English language teaching at University of Sindh, Pakistan (USJP). In the beginning, English language teaching situation at USJP are given in which it is argued that our students study English language but can hardly communicate effectively. The paper further discusses literature review explaining what CLT is, how to apply CLT, misconceptions about CLT, criticism against and defence of CLT. Then, the paper presents analysis and implications of CLT application at University of Sindh. Finally, it concludes with optimism that CLT will equip our learners with communicative competence if adopted properly in USJP. 1. ELT situation at University of Sindh
THE USE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
English language is like a key in expanding all the knowledge in all around the world. Being capable in using English will open the wider opportunities in expanding knowledge. Due to the importance and necessity of English, in recent decades study about EFL have shifted from traditional grammar-based teaching method (Teacher-Oriented) to communicative-focused instruction (Student-Oriented). This study explores the understandings of English Lecturers in adopting a Communicative Language Teaching (CLT) approach into their classrooms. This qualitative study investigated the perceptions of English lecturers in English Department Muhammadiyah University of Jakarta and a case study approach was applied in order to explore lecturers’ understandings of CLT. 4 English lecturers were interviewed using semi-structured interviews. The findings described the factors that affected the implementation of CLT in the language learning related to lectures’ factors include: misconceptions of CLT, English proficiency, and lack of CLT training. The study also provides a range of practical recommendations for the English lectures to improve the implementation of CLT and to help ensure the success in implementing this approach in English language teaching and learning in classroom. Keywords: CLT, Language Learning and Teaching, EFL
Jurnal Pendidikan Bahasa dan Sastra, 2014
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.
11.Communicative Approach An Innovative Tactic in English Language Teaching
In 1970 a completely new approach in language teaching and learning with innovative attributes was introduced, which came to be well known as Communicative English. The same approach was launched in Bangladesh in the 90s with much enthusiasm. The new approach with all the innovative and useful blessings met criticisms both from the academicians as well as the non-academicians for the lack of grammar and translation. Everyone happens to highlight the limitations of the new approach and held it responsible as a prime hindrance to language learning. The article attempts to address problems whether Communicative English is the prime solution of the problem the country is facing or the problem lies elsewhere. The study believes that the problem is not solely with the approach but with the other related auxiliaries as well.
Communicative Approach An Innovative Tactic in English Language Teaching
In 1970 a completely new approach in language teaching and learning with innovative attributes was introduced, which came to be well known as Communicative English. The same approach was launched in Bangladesh in the 90s with much enthusiasm. The new approach with all the innovative and useful blessings met criticisms both from the academicians as well as the non-academicians for the lack of grammar and translation. Everyone happens to highlight the limitations of the new approach and held it responsible as a prime hindrance to language learning. The article attempts to address problems whether Communicative English is the prime solution of the problem the country is facing or the problem lies elsewhere. The study believes that the problem is not solely with the approach but with the other related auxiliaries as well.
2020
The study aims at providing solutions for implementing Communicative Language Teaching (CLT) in accordance with local culture. CLT is the first comprehensive method of language learning and it has achieved enormous importance as it addresses all important issues regarding language learning. It has also been criticized by many researchers for paying insufficient attention to the context in which teaching and learning take place. It is considered unsuccessful in a sense that it conflicts with social, cultural and physical conditions of the recipient countries. Despite all the drawbacks in CLT, its importance can not be denied. With expansion of globalization and increased demand of English, adopting communicative language teaching is inevitable. Its prominence is well observed not only in East Asia but also in South Asia. The need of the hour is to particularize its theoretical notions and the most important aspect of teaching is peculiarity. This peculiarity can be achieved by introd...
Teachers’ Perceptions on Using Communicative Language Teaching in the English Class
2014
This study aimed to describe the EFL teachers’ understanding and knowledge about CLT, their attitudes toward CLT and their difficulties and challenges in the implementation of CLT practices in the Indonesian context. This study first presents an overview of CLT approach, the definition and principles of CLT which is followed by a brief history of CLT, and a review of existing literature related to comunicative competence, as well as how it functions in CLT is presented. Then, this study examines the impact of ESP in CLT contexts. A qualitative method research design was used for this research. Participants for this study were 13 lecturers of English teaching in Engineering Faculty of YSU. The main modes of data collection consisted of questionnaire, semi-structured interviews and documentions. The data of this research was collected by: distributing questionnaire for all English lecturers which numbers are 13, who teach the English language in Engineering Faculty of YSU; conducti...