Essay: Communicative Language Teaching

Pages: 5 (1450 words)  ·  Bibliography Sources: 5  ·  Level: Doctorate  ·  Topic: Communication - Language  ·  Buy This Paper

Communicative Language Teaching Results Summary

Unfortunately in Libya, there are issues where there are little resources to provide sufficient training in regards to the CLT Approach. In order to better understand the current context, a mixed methods approach was taken and this current research examined 24 Libyan EFL teachers to evaluate their understanding and capabilities within the use of CLT. For the questionnaire, a 5-point Likert scale was used and then analyzed using SPSS methods. Interviews were then used as a follow-up in the Misurata region of Libya. These interviews asked teachers their thoughts on the effectiveness of CLT approach strategies in EFL classrooms, especially in regards to the combination of stuffy of linguistic forms and communicative functions.

Results

Teachers with an Education Background

The first category that was differentiated by the research was that of teachers with an education background. 18 of the 24 respondents had a B.A. In English Education / Linguistics, making up 75% of the participants that responded. These teachers had greater knowledge of how to implement a greater spectrum of educational strategies.

Examining the questionnaire for this group shows a clear trend. Essentially, grammar played a much larger role in terms of importance for larger educational strategies. Question 1 asked whether grammatical correctness is the most important criterion by which language performance should be judged. Respondents in this category averaged this score to be about 3.46, meaning that it was slightly undecided. More participants had responded higher on the Likert scale than those who had a Literature degree and background, who mostly disagreed with the statement. Statement 3 suggested that grammar should be taught only as a means to an end and not as an end in itself. The score for teachers with educational backgrounds showed that the average was 4.13, meaning that they agree. These participants also agreed that the knowledge of the rules of a language does not guarantee ability to use the language, with an average response of 4. Participants in this category also agreed that through mastering grammar, students would be able to communicate effectively with a native speaker and the idea that language is acquired most efficiently when it is used as a vehicle for doing something else rather than studied as a primary end itself (Statement 18). Overall, it was clear that teachers with an educational background assert the importance of grammar in the capability to communicate effectively within that language. These participants believed that grammar was important, but not the only crucial element, based on their tendency to answer in agreement but without a strong agreement with responses of 5. The clear message is that grammar is important, but it is not the main element that makes a language. These participants still asserted that grammatical knowledge could not make a student be able to use the language efficiently. However, they still show a clear belief that grammar can only augment study of English, and cannot be relied entirely on its own. Additionally, the questionnaire showed a clear increase of teachers with education backgrounds to take a more democratic, or learner-centered approach to teaching language. Essentially, the language lessons taught become more flexible.

Moreover, the research explored how phonics, interaction with others, and repetition were the most important elements to language teaching (Kinney, Kinney, & Kinney, 2010). Interview showed clearly that these were believed to be the elements that impacted the students' ability to learn the tenants of English. Teachers with an education background tended to show a strong belief that English should be the only language spoken in front of students, even from the very beginning. This forces them to have to understand and interact in English, imitating the structures they are learning within the lessons. These teachers have more exposure to how to implement methodologies using body language, gestures, drawings, and more as vehicles to augment the English being spoken. This is based on their educational training, rather than their emphasis on literature.

Classroom observations of teachers with education backgrounds help provided a clear image of their abilities to better implement CLT practices. Essentially, this group was much closer to following CLT practices than teachers without education backgrounds. Most of the teachers within this category already touch upon major CLT curriculum elements, and as such would only need light training that helped improve their overall adherence.

Teachers without an Education Background

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