Communicative Language Teaching: Possibilities and Problems

Sreehari, P.

doi:10.5539/elt.v5n12p87

Cited by 28 publications

(19 citation statements)

References 12 publications

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“…In the same study, teachers also confirmed this situation and emphasized that there was always a deficiency in speaking skills, even though they did not experience any difficulties in developing other skills of the students. On the other hand, teachers' intensive use of communicative activities also played an important role in the development of students' listening, writing and reading skills (Sreehari, 2012). The results obtained from the students' responses about how the speaking activities were performed showed that these activities were generally in the form of animating ready-made dialogues or question-and-answer rather than the speeches that students constructed.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Foreign Language Oriented Fifth Grade English Curriculum: Opinions of Students, Teachers and Administrators

Yolcu¹,

Dimici

2021

Participatory Educational Research

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There has been a testing period for the implementation of the foreign language oriented curriculum to understand its contribution to language learning for the fifth graders, in Turkey recently. Accordingly, by considering the experience of the students, teachers and school administrators in the schools where this curriculum is implemented, this study aims at developing suggestions to determine the improvements for the foreign language oriented curriculum, which is to be practiced in the fifth grade of middle school in Turkey as a pilot study during the year of 2017-2018 and planned to be practiced across the country in the upcoming years. The study was carried out with concurrent triangulation design, a mixed method design. The participants consisted of 209 fifth grade students, 6 English teachers and 4 school administrators in Hatay. The data was collected from the students through the survey developed by the researchers and for the interviews with teachers and administrators, two separate semi-structured interview forms were used. Descriptive statistics, thematic and content analyses were utilized for the analysis of data. Validity and reliability of the data were strengthened by the use of various techniques such as getting expert opinion, pilot practice of the data collection tools, data diversity and coder compatibility. The findings of the study show that the participants are generally satisfied with this practice and support the continuation of it on the condition that some problems are solved. Students expressed positive views in the improvement of language skills except for speaking skill. However, some emergent problems related to the practice were revealed. Moreover, there could be possible risks of practicing this curriculum throughout the country considering regional differences, other lessons’ hours and teacher insufficiency. It is essential to evaluate it continuously in terms of creating a sustainable curriculum and implementing it efficiently.

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Section: Discussionmentioning

confidence: 99%

An Analysis of Foreign Language Oriented Fifth Grade English Curriculum: Opinions of Students, Teachers and Administrators

Yolcu¹,

Dimici

2021

Participatory Educational Research

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“…Nevertheless, there are problems associated with CLT . Among these problems, researchers (Kumaradivelu 1994(Kumaradivelu , 2006Sreehari 2012) highlight its colonial or imperialistic background . The success of CLT is partly due to the rapid spread of textbooks .…”

Section: The Communicative Method or Communicative Language Teachingmentioning

confidence: 99%

In between Language Teaching Methods: Do We Need (to Know About) Methods at All?

Nagy

2019

Acta Universitatis Sapientiae, Philologica

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In this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore. This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition.

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“…listening, speaking, reading and writing as required. Yet, teachers should play a significant role in facilitating language learning in meaningful ways (Sreehari, 2012).…”

Section: ) Argue Thatmentioning

confidence: 99%

Communicative Language Teaching Strategies for German as a Foreign Language in Uganda

Sekiziyivu

Mugimu

2017

JLTR

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Abstract-The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students' excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners' acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers' experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.

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Communicative Language Teaching: Possibilities and Problems

Cited by 28 publications

References 12 publications

An Analysis of Foreign Language Oriented Fifth Grade English Curriculum: Opinions of Students, Teachers and Administrators

An Analysis of Foreign Language Oriented Fifth Grade English Curriculum: Opinions of Students, Teachers and Administrators

In between Language Teaching Methods: Do We Need (to Know About) Methods at All?

Communicative Language Teaching Strategies for German as a Foreign Language in Uganda

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