Abstract
This study tries to find out how effective Communicative Approach is as a widely practiced English teaching method in Turkish Secondary Schools. The study covers the 10th, 11th and 12th grade students of Van Atatürk Anatolian High School. At the initial stage of the study, a sample level test was given in order to evaluate the available English level of the students. At the end of the study, it was found out that there was a discrepancy between the principal target benefits of Secondary Schools English Teaching Program, which is principally based on CLT and the results obtained. The majority of the language learners could only utter daily or structural expressions mostly studied beforehand or often practiced but could not reproduce those never experienced or those depending on creativity. Furthermore, the possible reasons for these negative results were discussed and questioned whether or how much they were associated with CLT. Finally, some suggestions were put forth in the light of other studies and views on this field. This study suggests that CLT is not efficient enough in achieving the language targets set for the second language (L2) learners in Van Atatürk Anatolian High School.
Highlights
Foreign Language Teaching (FLT) in Turkey has always been discussed and criticized by language professionals, but the origin of the problem has been missed as much
We tried to find out whether Communicative Language Teaching (CLT) plays a role in the infertile language teaching practices in Van Atatürk Anatolian High School as a secondary school model
This study mainly focused on the productivity and efficiency of the communicative skills of the application of CLT in English classrooms in Van Atatürk Anatolian High School, the main purpose of which is to teach foreign language in Turkish National Education system
Summary
Foreign Language Teaching (FLT) in Turkey has always been discussed and criticized by language professionals, but the origin of the problem has been missed as much. In the research which have focused on the issue in different parts of the world so far, the accused have been teachers, their lack of knowledge, lack of materials, unwilling students, or absence of authentic surrounding. They skipped the way by which all those aforementioned are processed. Those not skipping accused all the methods but Communicative Language Teaching (CLT), which is the most dominant and experienced foreign language teaching method in many current English Language Teaching (ELT) applications In this limited study, we tried to find out whether CLT plays a role in the infertile language teaching practices in Van Atatürk Anatolian High School as a secondary school model
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